Date of Award
2020
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Research Methods and Information Science, Research Methods and Statistics
First Advisor
Elizabeth Anderson
Second Advisor
Kathy Green
Third Advisor
Duan Zhang
Fourth Advisor
Judy Kiyama
Keywords
Measure, Multi-faceted Rasch modeling, MFRM, Retention, Social support
Abstract
Being born into circumstances of low-income, having a racial minority status, and/or non-college educated families dwindle the opportunities for many students to obtain a college degree (Cox, 2016; Engle & Tinto, 2008; Jenkins et al., 2013). While many institutions of higher education have diligently worked to develop programs geared towards attending the educational inequalities among diverse student populations, there is still a great need for programs centered on the inequalities surrounding social support (Cox, 2016; Ward et al., 2012; Soria & Stebleton, 2012).
The purpose of this study was to develop and assess a measure to examine perceived social support for undergraduate students using the Culturally Engaging Campus Environments (CECE) model of college success as a framework for developing social support items that reflected specific events related to the college experience and include questions specific to friend/classmate, family, and college faculty.
Using confirmatory factor analysis and multi-faceted Rasch modeling, the researcher found that the measure demonstrated reliable model fit and was invariant across a grouping variable designed to examine the relationship of the number of marginalized identities and social support. The 3-factor model fit indices indicated that the model had an excellent fit (χ2 (374) = 833.77, p< .001, RMSEA = 0.069, CFI = 0.911, AIC = 955.77) and the factor loadings were all above the .70 cutoff, whereas the 1-factor model indices did not meet either of the suggested fit indices thresholds (χ2 (378) = 3057.51, p < .001, RMSEA= 0.165, CFI = 0.472, AIC = 3171.51). The results were further supported by running a χ2 difference test (χ2 (4) = 2223.74, p < .001). MFRM results indicated that there was not a significant difference between the groups in logit position for the family factor (χ2 (2) = 4.8, p = .09, SD = .07, Separation = 1.23, Strata = 1.97, Reliability = .60) or the friend/classmate factor (χ2 (2) = 4.6, p = .10, SD = .04, Separation = .64, Strata = 1.19, Reliability = .29). However, there was a significant difference between the groups for the faculty factor (χ2 (2) = 7.1, p = .03, SD = .07, Separation = 1.24, Strata = 1.98, Reliability = .60).
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Heather M. Blizzard
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
231 p.
Recommended Citation
Blizzard, Heather M., "Social Support Among Undergraduate Students: Measure Development and Validation" (2020). Electronic Theses and Dissertations. 1727.
https://digitalcommons.du.edu/etd/1727
Copyright date
2020
Discipline
Education, Social research
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education Commons