The involvement of Hong Kong parents in the education of their children: A validation of the parents' attributions and perception questionnaire

The involvement of Hong Kong parents in the education of their children: A validation of the parents' attributions and perception questionnaire

• Phillipson, Sivanes Dept of Education Studies, Hong Kong Baptist University
• Phillipson, Shane N. Dept of Special Education and Counselling, Hong Kong Institute of Education

Educational Psychology, 30(6), 625-649, 2010

Routledge

2010

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement
• L Educational Measurement & Evaluation

Education -- Parent Participation Confirmatory Factor Analysis Rasch Models Questionnaires Parent-Student Relationships Academic Performance Child Parental

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This study describes the validation and interpretation of the Parents' Attributions and Perception Questionnaire (PAPQ) using confirmatory factor analysis and Rasch modelling to report both the construct validity and category structure of the scales in the questionnaire. The PAPQ was developed to reflect the proposal that parents mediate the relationship between their children's social and psychological development, and their academic achievement, within the context of Hong Kong. The questionnaire consists of four subscales that reflect different interactions between parents and their children in relation to their children's academic-related activities, including a Parental Attributions Scale, Parental Beliefs of Working Memory Scale, Parental Home and School Involvement Scale, and Parental Academic Expectations Scale. These subscales were supplemented by a fifth subscale that describes parents' socio-economic background. The PAPQ was administered to 215 parents from four schools in Hong Kong. Results showed that the four subscales of the PAPQ are valid and reliable unidimensional measures of constructs related to parental role in the academic achievement of their children, thereby enabling future research to directly test Vygotsky's hypothesis.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2010.496900]

• English

Journal Articles

• 01443410

• 10.1080/01443410.2010.496900

https://bibliography.lib.eduhk.hk/bibs/320ace9c

2010-12-24