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Psychosocial Intervention

On-line version ISSN 2173-4712Print version ISSN 1132-0559

Abstract

CAVA, María-Jesús; POVEDANO, Amapola; BUELGA, Sofía  and  MUSITU, Gonzalo. Psychometric analysis of the Scale of Teacher's Perception of School Adjustment (PROF-A). Psychosocial Intervention [online]. 2015, vol.24, n.2, pp.63-69. ISSN 2173-4712.  http://dx.doi.org/10.1016/j.psi.2015.04.001.

Teachers' perception of their students' school adjustment can be an important indicator of psychosocial well-being and provide useful information for the development of interventions to improve their psychosocial adjustment. This is the reason why it is essential within the school adjustment to consider not only students' academic achievement but also their level of social integration in the classroom, the quality of their relationship with the teacher, and the level of family involvement in their education. The objective of this research is to provide a reliable instrument for measuring a full school adjustment and analyze its relationship with two important indicators of psychosocial adjustment, self-concept and attitudes toward authority. This study involved 87 teachers who assessed the school adjustment of students (N = 2378 adolescents) using the PROF-A scale. Findings show that this scale consists of four factors, social integration, academic competence, family involvement, and teacher-student relationship, showing significant positive correlations with self-concept and positive attitudes toward authority.

Keywords : Scale; School adjustment; Teacher perception; Self-concept; Attitudes toward authority.

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