The Teacher Expectations and Values for Suicide Prevention Scale: Confirmatory Factor Analysis and Validation
Background: Teachers play a critical role in youth suicide prevention, yet few psychometrically sound instruments exist to measure teachers' expectations and values regarding suicide prevention. Aims: This study examined the factor structure and psychometric properties of the Teacher Expectatio...
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| Veröffentlicht in: | Crisis : the journal of crisis intervention and suicide prevention 2021-05, Vol.42 (3), p.186-193 |
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| container_issue | 3 |
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| container_title | Crisis : the journal of crisis intervention and suicide prevention |
| container_volume | 42 |
| creator | Stickl Haugen, Jaimie Sutter, Claudia C. Tinstman Jones, Jessica L. Campbell, Laurie O. |
| description | Background: Teachers play a critical role in youth suicide prevention,
yet few psychometrically sound instruments exist to measure teachers' expectations and
values regarding suicide prevention. Aims: This study examined the factor
structure and psychometric properties of the Teacher Expectations and Values for Suicide
Prevention (TEVSP) Scale. Method: The TEVSP was administered to 500
teachers in the United States. Confirmatory factor analysis was used to determine the
factor structure and bivariate correlations were used to investigate convergent and
discriminant validity. Mann-Whitney U tests investigated group
differences in TEVSP scores between participants who had received suicide training and
those who had not. Results: Results support a three-factor hierarchical
model with strong internal consistency and evidence of validity. Significant differences
were found in TEVSP scores between groups. Limitations: There is a need
to further explore the psychometric properties of the scale across samples and
face-to-face methods. Conclusion: The TEVSP is a sound instrument that
can be used to measure teachers' expectations and values for suicide prevention. |
| doi_str_mv | 10.1027/0227-5910/a000706 |
| format | Article |
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yet few psychometrically sound instruments exist to measure teachers' expectations and
values regarding suicide prevention. Aims: This study examined the factor
structure and psychometric properties of the Teacher Expectations and Values for Suicide
Prevention (TEVSP) Scale. Method: The TEVSP was administered to 500
teachers in the United States. Confirmatory factor analysis was used to determine the
factor structure and bivariate correlations were used to investigate convergent and
discriminant validity. Mann-Whitney U tests investigated group
differences in TEVSP scores between participants who had received suicide training and
those who had not. Results: Results support a three-factor hierarchical
model with strong internal consistency and evidence of validity. Significant differences
were found in TEVSP scores between groups. Limitations: There is a need
to further explore the psychometric properties of the scale across samples and
face-to-face methods. Conclusion: The TEVSP is a sound instrument that
can be used to measure teachers' expectations and values for suicide prevention.</description><identifier>ISSN: 0227-5910</identifier><identifier>EISSN: 2151-2396</identifier><identifier>DOI: 10.1027/0227-5910/a000706</identifier><language>eng</language><publisher>Hogrefe Publishing</publisher><subject>Confirmatory Factor Analysis ; Convergent Validity ; Discriminant Validity ; Factor Structure ; Female ; Human ; Internal Consistency ; Male ; Suicide ; Suicide Prevention ; Teacher Expectations ; Teachers ; Test Reliability ; Test Validity ; Training ; Values</subject><ispartof>Crisis : the journal of crisis intervention and suicide prevention, 2021-05, Vol.42 (3), p.186-193</ispartof><rights>2020 Hogrefe Publishing</rights><rights>2020, Hogrefe Publishing</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-a261t-1b63d4b2d516ad11df13e7abba44af375203f8ad0fcaad550fc0eb438797f9213</cites><orcidid>0000-0001-5502-7129</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27905,27906</link.rule.ids></links><search><creatorcontrib>Stickl Haugen, Jaimie</creatorcontrib><creatorcontrib>Sutter, Claudia C.</creatorcontrib><creatorcontrib>Tinstman Jones, Jessica L.</creatorcontrib><creatorcontrib>Campbell, Laurie O.</creatorcontrib><title>The Teacher Expectations and Values for Suicide Prevention Scale: Confirmatory Factor Analysis and Validation</title><title>Crisis : the journal of crisis intervention and suicide prevention</title><description>Background: Teachers play a critical role in youth suicide prevention,
yet few psychometrically sound instruments exist to measure teachers' expectations and
values regarding suicide prevention. Aims: This study examined the factor
structure and psychometric properties of the Teacher Expectations and Values for Suicide
Prevention (TEVSP) Scale. Method: The TEVSP was administered to 500
teachers in the United States. Confirmatory factor analysis was used to determine the
factor structure and bivariate correlations were used to investigate convergent and
discriminant validity. Mann-Whitney U tests investigated group
differences in TEVSP scores between participants who had received suicide training and
those who had not. Results: Results support a three-factor hierarchical
model with strong internal consistency and evidence of validity. Significant differences
were found in TEVSP scores between groups. Limitations: There is a need
to further explore the psychometric properties of the scale across samples and
face-to-face methods. Conclusion: The TEVSP is a sound instrument that
can be used to measure teachers' expectations and values for suicide prevention.</description><subject>Confirmatory Factor Analysis</subject><subject>Convergent Validity</subject><subject>Discriminant Validity</subject><subject>Factor Structure</subject><subject>Female</subject><subject>Human</subject><subject>Internal Consistency</subject><subject>Male</subject><subject>Suicide</subject><subject>Suicide Prevention</subject><subject>Teacher Expectations</subject><subject>Teachers</subject><subject>Test Reliability</subject><subject>Test Validity</subject><subject>Training</subject><subject>Values</subject><issn>0227-5910</issn><issn>2151-2396</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNo9kM1Lw0AQxRdRsFb_AG8LHiV2Zjebj5tS_IKCQqvXZbLZpSkxibuJ2P_ehBZP7zDvzcz7MXaNcIcg0gUIkUYqR1gQAKSQnLCZQIWRkHlyymb_83N2EcIOALNM5TN2v9lavrFkttbzx9_Omp76qm0Cp6bkn1QPNnDXer4eKlOVlr97-2ObycLXhmp7yc4c1cFeHXXOPp4eN8uXaPX2_Lp8WEUkEuwjLBJZxoUoFSZUIpYOpU2pKCiOyclUCZAuoxKcISqVGhVsEcsszVOXC5RzdnPY2_n2e3yq17t28M14UotYxirJQcHowoPL-DYEb53ufPVFfq8R9ARKTyD0BEIfQY2Z20OGOtJd2BvyfWVqG8zg_VhVG1_pWGipMUvkH5qxahI</recordid><startdate>20210501</startdate><enddate>20210501</enddate><creator>Stickl Haugen, Jaimie</creator><creator>Sutter, Claudia C.</creator><creator>Tinstman Jones, Jessica L.</creator><creator>Campbell, Laurie O.</creator><general>Hogrefe Publishing</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><orcidid>https://orcid.org/0000-0001-5502-7129</orcidid></search><sort><creationdate>20210501</creationdate><title>The Teacher Expectations and Values for Suicide Prevention Scale</title><author>Stickl Haugen, Jaimie ; Sutter, Claudia C. ; Tinstman Jones, Jessica L. ; Campbell, Laurie O.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a261t-1b63d4b2d516ad11df13e7abba44af375203f8ad0fcaad550fc0eb438797f9213</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Confirmatory Factor Analysis</topic><topic>Convergent Validity</topic><topic>Discriminant Validity</topic><topic>Factor Structure</topic><topic>Female</topic><topic>Human</topic><topic>Internal Consistency</topic><topic>Male</topic><topic>Suicide</topic><topic>Suicide Prevention</topic><topic>Teacher Expectations</topic><topic>Teachers</topic><topic>Test Reliability</topic><topic>Test Validity</topic><topic>Training</topic><topic>Values</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Stickl Haugen, Jaimie</creatorcontrib><creatorcontrib>Sutter, Claudia C.</creatorcontrib><creatorcontrib>Tinstman Jones, Jessica L.</creatorcontrib><creatorcontrib>Campbell, Laurie O.</creatorcontrib><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><jtitle>Crisis : the journal of crisis intervention and suicide prevention</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Stickl Haugen, Jaimie</au><au>Sutter, Claudia C.</au><au>Tinstman Jones, Jessica L.</au><au>Campbell, Laurie O.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Teacher Expectations and Values for Suicide Prevention Scale: Confirmatory Factor Analysis and Validation</atitle><jtitle>Crisis : the journal of crisis intervention and suicide prevention</jtitle><date>2021-05-01</date><risdate>2021</risdate><volume>42</volume><issue>3</issue><spage>186</spage><epage>193</epage><pages>186-193</pages><issn>0227-5910</issn><eissn>2151-2396</eissn><abstract>Background: Teachers play a critical role in youth suicide prevention,
yet few psychometrically sound instruments exist to measure teachers' expectations and
values regarding suicide prevention. Aims: This study examined the factor
structure and psychometric properties of the Teacher Expectations and Values for Suicide
Prevention (TEVSP) Scale. Method: The TEVSP was administered to 500
teachers in the United States. Confirmatory factor analysis was used to determine the
factor structure and bivariate correlations were used to investigate convergent and
discriminant validity. Mann-Whitney U tests investigated group
differences in TEVSP scores between participants who had received suicide training and
those who had not. Results: Results support a three-factor hierarchical
model with strong internal consistency and evidence of validity. Significant differences
were found in TEVSP scores between groups. Limitations: There is a need
to further explore the psychometric properties of the scale across samples and
face-to-face methods. Conclusion: The TEVSP is a sound instrument that
can be used to measure teachers' expectations and values for suicide prevention.</abstract><pub>Hogrefe Publishing</pub><doi>10.1027/0227-5910/a000706</doi><tpages>8</tpages><orcidid>https://orcid.org/0000-0001-5502-7129</orcidid></addata></record> |
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| ispartof | Crisis : the journal of crisis intervention and suicide prevention, 2021-05, Vol.42 (3), p.186-193 |
| issn | 0227-5910 2151-2396 |
| language | eng |
| recordid | cdi_proquest_journals_2434569050 |
| source | EBSCOhost APA PsycARTICLES; PsyJOURNALS |
| subjects | Confirmatory Factor Analysis Convergent Validity Discriminant Validity Factor Structure Female Human Internal Consistency Male Suicide Suicide Prevention Teacher Expectations Teachers Test Reliability Test Validity Training Values |
| title | The Teacher Expectations and Values for Suicide Prevention Scale: Confirmatory Factor Analysis and Validation |
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