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The School Adjustment - Parent (Revised) questionnaire is an 18-item scale that evaluates a parent's perceptions of a child's current adjustment to school, and the parent's own adjustment to the school situation. The questionnaire also asks if the child attended school at least part of the last school year, if the child has changed schools, and whether the new school is a new type of school for the child, such as middle school. This questionnaire was created for the Fast Track Project.
Questionnaire items contain statements about school experiences. The parent selects the response that estimates how true each statement is for the past school year for his/her child. Questionnaire items include statements about the child's academic performance, discipline problems, and interactions with other students and staff. Items also contain statements about the parent's adjustment to the child's school situation and the parent's contact with teachers; for example, "I keep up on what is going on with my child at school." Response choices include: "Strongly Disagree" (1), "Disagree" (2), "Unsure" (3), "Agree" (4), and "Strongly Agree" (5).
A child version of the School Adjustment questionnaire was also administered to children involved in the Fast Track Project. (See the separate technical report for School Adjustment - Child (Revised).) The parent version and the child version have 12 items in common.
A previous study of this questionnaire (Maumary-Gremaud, 2000) identified two subscales: a Total subscale including Academics, Friends, and General Concerns and Parent-Teacher Contact. The ordering of responses in some items was reversed before scoring to provide consistency among all the item responses. Higher scores indicate better school adjustment; lower scores indicate poorer adjustment.
The Total: Academics, Friends, and General Concerns subscale has good internal consistency and is correlated with the Parent-Teacher Contact subscale. T-tests of means for the Total subscale show a significant difference between the normative and control groups. Depending on the construct of interest, this subscale should be useful to analysts. The Parent-Teacher Contact subscale has low internal consistency. T-tests of means do not suggest that it discriminates well between normative and control samples. Researchers also should keep in mind that this subscale includes only two items.
Chi-square tests for normative and control responses for Item 6 ("Did your child enter a new school?"), Item 7 ("Was it a new kind of school, like middle school?") and Item 26 ("Did the youth attend school during at least a part of the last school year?") were significant only for Item 26. A larger, statistically significant percent of normative respondents had children who attended school at least part of the year, compared to the control group.
Raw Dataset Name: PyAI
Scored Dataset Name: SHRySPc
Academic Performance, School Situation, Peer Relationships, Teacher Contact, School Transition, School Satisfaction.