RP-Department of Special Needs Education

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Browsing RP-Department of Special Needs Education by Author "Alonso-Arbiol, Itziar"

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    Assessing sense of school belonging across cultural contexts using the PSSM: measurement and functional invariance
    (SAGE Publications, 2016) Abubakar, Amina; Van de Vijver, Fons J. R.; Alonso-Arbiol, Itziar; Suryani, Angela O.; Pandia, Weny Savitry; Handani, Penny; Arasa, Josephine; Mazrui, Lubna M.; Murugumi, Margaret
    Despite its popularity, the factorial structure of the Psychological Sense of School Membership (PSSM) Questionnaire remains controversial. The current study set out to clarify its structure across different cultural contexts. The study was carried out among 1,928 adolescents aged 11 to 20 years in the Netherlands, Kenya, Indonesia, and Spain. Item-based measurement models with a single factor did not show a good fit. A bifactor method (defining a method factor for negatively worded items) did not show a good fit either. However, when items were combined per target to be rated (school, student, teacher, other people, and self), measurement invariance of a one-factorial model was found. Internal consistencies observed across the cultural groups studied were high. In addition, an evaluation of functional equivalence indicated that the relationship between PSSM and life satisfaction was invariant across countries. Implications for assessment and future directions are discussed. Keywords: PSSM, Measurement Invariance, Functional Invariance
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    Attachment and psychological well-being among adolescents with and without disabilities in Kenya: The mediating role of identity formation
    (Elsevier, 2013-10-05) Mazrui, Lubna M.; Murugami, M.; Abubakar, Amina; Alonso-Arbiol, Itziar; Van de Vijver, Fons J.R.; Arasa, Josephine
    The current study is aimed at evaluating the relationship between attachment and identity development, and their influence on psychological well-being in adolescents with and without disabilities in Kenya. The sample was composed of 296 adolescents (151 with disabilities and 145 without any disability). The mean age in our sample was 16.84 years (SD = 1.75). Adolescents with disabilities had significantly lower scores in identity formation, paternal attachment, and life satisfaction. A path model indicated that identity formation partially mediated the relationship between secure attachment and psychological well-being. Our findings indicate that both parent and peer attachment play an important role in the identity formation and psychological well-being of adolescents in Kenya, irrespective of a disabling condition. A multigroup analysis indicated that while the structure of the relationship between variables held for groups, the pattern and strength of the relationships differed. Implications for practice, especially the guidance and counseling services in schools, are discussed.