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Family and School Psychosocial Environment (FSPE): Development of a brief questionnaire measuring perceived psychosocial environments in children/siblings

Persson, Bertil LU (2011) In Scandinavian Journal of Psychology 52. p.303-307
Abstract
Persson, B. (2011). Family and School Psychosocial Environment (FSPE): Development of a brief questionnaire measuring perceived psychosocial environments in children/siblings. Scandinavian Journal of Psychology. The aim of the study was to develop a short Swedish standardized, factor analyzed and cross-validated, family and school psychosocial environment questionnaire (FSPE). The study was based on 244 Swedish girls and boys, 10-19 years old, who filled in the FSPE. Maximum likelihood factor analysis, promax rotation, yielded six primary factors, based on absolute ratings. Since the factors were somewhat correlated, two broader secondary factors, with satisfactory reliabilities, were also included in the form, named Warmth, support and... (More)
Persson, B. (2011). Family and School Psychosocial Environment (FSPE): Development of a brief questionnaire measuring perceived psychosocial environments in children/siblings. Scandinavian Journal of Psychology. The aim of the study was to develop a short Swedish standardized, factor analyzed and cross-validated, family and school psychosocial environment questionnaire (FSPE). The study was based on 244 Swedish girls and boys, 10-19 years old, who filled in the FSPE. Maximum likelihood factor analysis, promax rotation, yielded six primary factors, based on absolute ratings. Since the factors were somewhat correlated, two broader secondary factors, with satisfactory reliabilities, were also included in the form, named Warmth, support and openness from parents, siblings and peers, and Family conflicts and school discipline, respectively. Means and standard deviations for girls and boys showed sex differences in most of the factors. Because the children participated anonymously they could report about spanking without negative consequences. Indeed, 8.1% of the children had been spanked by their parents. Based on relative ratings, two factors were identified, covering environmental questions about "more than, the same as or less than" a sibling. Only 6.6% of the children rated their environment exactly the same on the Family Psychosocial Environment (FPE) factors, compared to a sibling within the family. Thus the majority reported environmental differences. Further research is proposed to evaluate such differences and relations to personality, genotype-environment correlation and genetic mediation. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Scandinavian Journal of Psychology
volume
52
pages
303 - 307
publisher
Wiley-Blackwell
external identifiers
  • wos:000290226100014
  • scopus:79955625099
ISSN
1467-9450
DOI
10.1111/j.1467-9450.2010.00868.x
language
English
LU publication?
yes
id
38cfcaf1-7a7c-4427-9949-fd0cf250fe3c (old id 1831665)
date added to LUP
2011-03-23 13:31:45
date last changed
2017-01-01 06:27:54
@article{38cfcaf1-7a7c-4427-9949-fd0cf250fe3c,
  abstract     = {Persson, B. (2011). Family and School Psychosocial Environment (FSPE): Development of a brief questionnaire measuring perceived psychosocial environments in children/siblings. Scandinavian Journal of Psychology. The aim of the study was to develop a short Swedish standardized, factor analyzed and cross-validated, family and school psychosocial environment questionnaire (FSPE). The study was based on 244 Swedish girls and boys, 10-19 years old, who filled in the FSPE. Maximum likelihood factor analysis, promax rotation, yielded six primary factors, based on absolute ratings. Since the factors were somewhat correlated, two broader secondary factors, with satisfactory reliabilities, were also included in the form, named Warmth, support and openness from parents, siblings and peers, and Family conflicts and school discipline, respectively. Means and standard deviations for girls and boys showed sex differences in most of the factors. Because the children participated anonymously they could report about spanking without negative consequences. Indeed, 8.1% of the children had been spanked by their parents. Based on relative ratings, two factors were identified, covering environmental questions about "more than, the same as or less than" a sibling. Only 6.6% of the children rated their environment exactly the same on the Family Psychosocial Environment (FPE) factors, compared to a sibling within the family. Thus the majority reported environmental differences. Further research is proposed to evaluate such differences and relations to personality, genotype-environment correlation and genetic mediation.},
  author       = {Persson, Bertil},
  issn         = {1467-9450},
  language     = {eng},
  pages        = {303--307},
  publisher    = {Wiley-Blackwell},
  series       = {Scandinavian Journal of Psychology},
  title        = {Family and School Psychosocial Environment (FSPE): Development of a brief questionnaire measuring perceived psychosocial environments in children/siblings},
  url          = {http://dx.doi.org/10.1111/j.1467-9450.2010.00868.x},
  volume       = {52},
  year         = {2011},
}