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Convergent/divergent Validity Correlation Matrix with Means and Standard Deviations for Self-Esteem and Connectedness
Source publication
Theories of adolescent connectedness suggest that adolescents strive to become connected by engaging with and valuing the
people, activities, and worlds in their social ecology. The purpose of this study was to examine the psychometric properties
of a measure designed to assess these worlds of connectedness among 320 junior high school students in...
Contexts in source publication
Context 1
... three composite scales for connectedness to school, family, and self reflected exemplary inter-item reliability (see Table 2), as did the subscales of connectedness to siblings, reading, and other cultures. All six of these scales were highly reliable for this population, and are described in order of their presentation in Table 1. ...Context 2
... or discriminant validity is present when it is clear that scales do not correlate highly with traits from which they are intended to differ. In Table 2 three of the four ecologically specific composite scales were most strongly related to their respective self-esteem scales. The school-based self-esteem, family-based self-esteem, and self-based self-esteem scales each correlated more strongly with the connectedness composite scales in their respective domain than with the other connectedness composite scales. ...Context 3
... reflects the only lack of evidence for convergent validity among the composite scales. Evidence of discriminant validity is presented in the rows in Table 2, which compares the connectedness composite scales to the four self-esteem scales. The friends scale had the greatest discriminant validity. ...Context 4
... determine which of the worlds of connectedness contributed the most to self-connectedness, Pearson zero-order correlations were examined between the connectedness to self composite scale and both the self-esteem scales (SEQ) and the other connectedness composite scales (MAC)(see Table 2). Connectedness to self is the composite scale that includes the future and present connectedness to self items. ...Context 5
... to self is the composite scale that includes the future and present connectedness to self items. Contrary to the collectivist culture hypothesis that prioritizes family contributions to self-connectedness, both the SEQ school self-esteem and SEQ friends self-esteem scales were more highly correlated with MAC connectedness to self composite scale (and to the SEQ self-esteem scale) than was the SEQ family self-esteem (see rows four and eight, and column eight in Table 2). This cross-validates findings with youth in the U.S. ( Dubois et al., 1996). ...Context 6
... cross-validates findings with youth in the U.S. ( Dubois et al., 1996). In terms of the connectedness scales as predictors, connectedness to school was the most highly correlated with the connectedness to self composite scale, followed by friends and then family connectedness (see row eight and column eight in Table 2). Only for the girls was the friend connectedness scale less strongly related to the self-connectedness scale than was the family connectedness scale. ...Citations
... These terms were used to emphasize key aspects of school connectedness, and usually one or more of these aspects was investigated in previous studies (Lohmeier & Lee, 2011). For example, Karcher and Lee (2002) proposed three components of school connectedness -belongingness, specific relational support, and active involvement. Similarly, Marraccini and Brier (2017) not only recognized these three elements but also included 'school environment' as one influence on connectedness. ...
School is an important setting for adolescents to develop connectedness to peers, teachers and school, and this connection has the potential to play a protective role in promoting and enhancing their psychological well-being. The meta-analytic study described here used a random-effect model to examine previous studies that explored school connectedness in relation to psychological well-being in adolescents. Subgroup analyses and multiple meta-regression analyses were conducted to explore the potential moderators of any relationship between school connectedness and psychological well-being. The variables were gender, age, culture, and four dimensions of school connectedness. Results support a view that in this adolescent age group stronger school connectedness is associated with higher levels of psychological well-being. Gender was not found to be a moderator of the association, but moderation was evident from age and from a cultural tendency towards individualism or collectivism. Subgroup analyses found different effect sizes for the association between each dimension of school connectedness and psychological well-being. Findings strengthen the view that secondary schools should make effort to foster and encourage adolescents’ school connectedness. Most importantly, findings emphasize the value of the four key dimensions of the connectedness construct and offer important implications for future research and practice.
... In studies on the general experience of social interactions, both "quality" (i.e., how well an individual's social relationships provide essential, positive, and meaningful bonds) and "quantity" (i.e., how many people an individual has social interaction with) of social connection are considered as important dimensions (e.g., Kuczynski et al., 2022;Sun et al., 2020). However, when considering specific social context(s), such as family, friend, school, and neighborhood, the focus is often the "quality" of social connection rather than the "quantity" aspect (e.g., Karcher & Lee 2002;Rose et al., 2019). In addition, underlying desires or demands for social connection varies from person to person and over time, such that scholars argue it is more important to consider the subjective feeling of satisfaction in social interactions than the objective count of quality or quantity (Schmidt et al., 2020;Verhagen et al., 2018). ...
Despite a well-established association between social connection and well-being, it is unclear which aspects of social connection link to well-being in what ways. This gap in the literature necessitates a holistic evaluation of each construct and their comprehensive associations. This study used a pattern-based approach to (1) identify different constellations of quality, quantity, and need in social connection, (2) identify different typologies of well-being (using indicators of life satisfaction, a sense of purpose, depression, and perceived stressed), and (3) investigate their associations holistically. In a sample of 700 individuals (age: 17–33; 79.9% females; 77.1% White), five social connection constellations (i.e., low, dissatisfied, satisfied, compensatory, and high [social connection]) and three well-being typologies (i.e., distressed, satisfied, and aimless overload [well-being]) were identified. People with dissatisfied social connections were most likely to be in the distressed typology (92%), while those with high social connections were least likely to be in this typology (0%). People with satisfied (52%) and high (58%) social connections were most likely to be in satisfied well-being typology, while those with dissatisfied social connections were least likely to be in this typology (1%). People with low social connections were most likely to be in the aimless overload typology (73%), while those with dissatisfied social connections were least likely to be in this typology (7%). Findings highlighted multi-faceted nature of both constructs, illustrated the importance of high quality social connection for well-being, and emphasized the necessity of considering the role of quantity in the context of other social connection dimensions.
... Nowadays, it has been extended to other disciplines to measure a wide range of adolescents' connectedness [23,25]. The HMAC psychometric properties have been tested in Taiwan [30], Chile [31], and the United States of America [32]. Findings from previous studies reported that HMAC is a promising instrument to measure adolescent connectedness. ...
... Findings from previous studies reported that HMAC is a promising instrument to measure adolescent connectedness. Different results were revealed through the validation process using Exploratory Factor Analysis (EFA) [30,32] and measurement invariance testing across gender and ethnicity [33]. The EFA test using HMAC conducted with a Chilean sample showed an 11-factor solution [31]. ...
... Assuming that adolescent's connectedness has limited resources to explain inclusive perspectives of general connectedness among adolescents, we tested whether the HMAC-BM measure might be an adequate scale to measure adolescents' connectedness. The findings of the present study support the conclusion drawn from prior research [30,41] that showed the overall HMAC-BM and the subscales of family connectedness (parents and siblings), school connectedness (school environment, teachers, and peers), and neighborhood connectedness (friends and neighbors) are congruent with theoretical expectations [25,26] that were introduced by [32]. The hypothesized second-order seven-factor models were found to be the best fit model to the data, suggesting that all seven factors have distinctive contributions to the latent construct. ...
Measuring the factors that underlie adolescent connectedness has become a prominent focused issue in past studies across many disciplines. Thus far, the Hemingway: Measure of Adolescent Connectedness (HMAC) is the first research-based measure of adolescent’s relationship and sense of belonging with other people and their surroundings. The current study aimed to examine the measurement model of the Hemingway: Measure of Adolescent Connectedness which has been translated into Bahasa Melayu (HMAC–BM) in order to check for its feasibility among Malaysian adolescents. A total of 377 adolescents aged 16 years old were recruited from the Federal Territory of Kuala Lumpur. Three factors, namely connectedness to family, school, and neighbors with seven sub-factors of the HMAC–BM, were analyzed by Confirmatory Factor Analysis (CFA) using the IBM SPSS Amos 23.0 (23.0, IBM Technology, Armonk, NY, USA). Results of the CFA supported the second-order factor of the HMAC–BM structures. The overall HMAC–BM scale and its subscales have higher factor loadings ranging from 0.60 to 0.79. Cronbach’s alpha coefficients ranged from 0.78 to 0.95 for the three subscales and 0.84 for the total scale. Results also revealed seven sub-factors with forty-one factors—solution that accounted for 0.89% of total variance explained for adolescent connectedness. Findings provide empirical support for the feasibility of HMAC–BM in explaining Malaysian adolescents’ social connectedness. Hence, the HMAC–BM is a promising measure that can be used on Malaysian adolescents. The findings have important implications which provide a clear picture of HMAC–BM as an accurate instrument to measure adolescent’s social connectedness toward enhancing prosocial attitudes and well-being.
... Response mode uses a 5-point Likert-type scale ranging from 1 (not at all) to 5 (very true). The Chinese version of the scale was validated by Karcher and Lee (2002). Mcdonald's omega of the four subscales at T1 was acceptable, ranging from 0.73 to 0.80. ...
Students with special education needs (SEN) face challenges in developing career adaptability and self-efficacy. Using a sample of 355 students with SEN in Hong Kong, this study evaluated effects of social connectedness and meaning in life on career adaptability and career self-efficacy. Data were collected twice, participants completing self-report measures at baseline and 18 months later. Analysis found that meaning in life significantly and positively predicted both variables. At follow-up, social connectedness directly predicted presence of meaning, while indirectly predicting career adaptability and self-efficacy. Interventions for SEN students should seek to strengthen their social connectedness and meaning in life.
... 292). In the last three decades there has been growing interest in the THR and it has been applied to various fields, including paediatric nursing (Betz, 2004), the treatment of alcohol dependency (Strobbe et al., 2012) and social processes associated with adolescent connectedness (Karcher & Lee, 2002). A more recent focus, however, has been on its use in explaining the importance of features of relatedness to nursing student learning experiences within placements (Levett-Jones et al., 2009;Potter-Dunlop, 2017). ...
Context: This study, underpinned by Critical Realism, re-analysed interview data acquired to examine the views and experiences of four stakeholder groups involved in the delivery of employer-sponsored pre-registration nursing programmes offered by a UK university in which all students already held an appointment as a non-registrant carer and who completed their placements within a block or integrated practicum framework. The re-analysis focused on the extent to which this interview data aligned with the key propositions of the Theory of Human Relatedness and therefore whether this theory, congruent with assertions based on the results of an earlier realist synthesis, might provide a causative explanation of factors affecting nursing student placement experiences.
Methods: Semi-structured, digitally recorded and professionally transcribed interviews, each lasting approximately 30 minutes, were held with a purposive sample of 37, predominantly female, respondents in 4 stakeholder groups involved in employer-sponsored pre-registration nursing programmes. These stakeholder groups were students, employers, mentors, and practice tutors and were associated with programme provision within twelve healthcare organisations in northern England.
Results: Although more modest in some areas, data provides support for every key proposition identified within the Theory of Human Relatedness; suggesting this theory may closely reflect the criteria that stakeholders implicitly employ to evaluate placement models. More respondents in all groups described the block practicum model in ways that suggest it is best able to promote a sense of connectedness, belonging and synchrony for learners. In contrast, an integrated placement design was portrayed in terms that implied it may increase the risk of disconnectedness but might also be more likely to promote reciprocity. Insufficient data was available to identify the perceived effect of either practicum design in respect of enmeshment, parallelism, and mutuality.
Conclusion: The results of this research suggest that a block placement may foster more positive relatedness experiences for students and other stakeholders within nursing programmes. Moreover, the extent to which a practicum framework is perceived to promote connectedness, belonging, reciprocity and mutuality, to minimise disconnectedness and enmeshment and to reduce the need for parallelism may underpin stakeholder appraisal of the two practicum frameworks. Little research regarding the effect of placement duration and intensity on student learning within pre-registration healthcare programmes or the application of the Theory of Human Relatedness to practicum experiences, however, has been undertaken to date and such investigation is complicated by inconsistent terminology to describe practicum designs. It is argued that further academic enquiry within both fields should be a priority for healthcare educators; not least because it may provide further insights into curriculum designs capable of reducing student attrition.
... The previous study of Anderson et al. (2009) also concluded that there was positive and significant relationship between social support and sports performance. The prior researches of Karcher (2005) and Karcher and Lee (2002) also supported the results of the present research. ...
The primary objective of present study was to investigate the impact of social support and aggressive behaviors on sports achievements of student athletes. The existing research was based on quantitative measures in nature. The population of the present research was comprised of all student athletes of two public sector universities of Pakistan. The sample size was consisted of 300 survey cases.Researchers used survey questionnaire as an instrument for the purpose of data collection. Descriptive statistics, correlation coefficient of Pearson, and multiple regression analysis were considered suitable statistical and analytical techniques which were utilized to find out the results from the collected data. The results investigated that social support had significant and greater impact than aggression on sports achievement of student athletes. It was concluded that if proper social support had been provided to university athletes, this might have reduced the level of aggressiveness from the young adults.
... During the three decades since the THR was first proposed, there has been growing interest in its principles. Its application to other fields of practice, such as paediatric nursing (Curley 1997, Betz C, 2004, has been examined and research studies have drawn upon this theory in areas such as the treatment of alcohol dependency (Strobbe S, et al. 2012) and social processes associated with adolescent connectedness (Karcher M, et al. 2002). A particular focus, however, has been on its explanation of the importance of belonging to the student learning experience within clinical settings. ...
This paper acknowledges the critical importance of effective practice learning experiences within pre-registration nursing programmes and recognises that such student experiences are commonly delivered by use of a block or integrated practicum framework. It highlights a paucity of research regarding the most effective model to facilitate positive placements and optimise learning before reviewing a range of theories that may act as underlying causative mechanisms affecting clinical experiences for such learners. Congruent with Critical Realist principles, a realist synthesis is undertaken to identify theories and associated empirical studies which might best explain the most important factors affecting practice learning placement within pre-registration nursing programmes. Five theoretical concepts derived from the literature search appear relevant for further examination in respect of their effect on the most desirable practicum model for nursing students; namely the ‗Distributed Practice Effect', ‗Contextual Interference Effect', ‗Situated Learning Theory', ‗Social Identity Theory' and the ‗Theory of Human Relatedness'. These concepts are explained, supported by related research and their potential relationship with the most desirable qualities of a nursing student placement outlined. It is so far unclear as to the precise extent these five concepts support use of the block and integrated practice learning models within pre-registration nursing programmes; although preliminary analysis suggests the Theory of Human Relatedness may provide the most complete theoretical framework to explain student practicum experiences. The author hopes this realist synthesis will stimulate wider academic debate on the subject and encourage further research in the field.
... This measure was selected because of its grounding in theory, wide developmental applicability and evidence of reliability and validity. In a study to examine the reliability, validity and correlation of the adolescent connectedness scale, Karcher and Lee (2002) sampled 322 junior high school students and found that the connectedness scales demonstrated exemplary inter-item reliability with Cronbach alpha of more than .80. ...
This article discusses the relationship between precocious puberty and the peer relationships of preadolescent girls in public primary schools in Kiambu County, Kenya. This article is based on a case study of twelve selected public primary schools (representing the 12 constituencies) of Kiambu County, Kenya. The sample population was a total of four hundred and ten pre-teenage girls drawn from eight to twelve-year-old girls, and eight class teachers, who were purposively sampled from twelve randomly selected public primary schools in the study location. This was a mixed study that utilized both quantitative and qualitative data collection methods. The self-rating scale for pubertal maturation and the peer connectedness scale was used to assess for signs of precocious puberty and the quality of peer relationships respectively. In addition, structured interviews and focus group discussions were used to gather additional primary data. The instruments were pilot-tested on a sample of thirty-six respondents who were purposively sampled from three public primary schools in the sample location, and who were omitted from the actual study sample. The quantitative data was analysed using the Statistical Package for Social Sciences (SPSS) version 26, while the qualitative data was analysed using the content analysis approach. Analysed data was presented using both figures and tables. This study found a significant relationship (β=0.258, p=0.011) between precocious puberty and peer relationships among preadolescent girls. This was confirmed by the interview responses and the focus group narratives. The study concluded that earlier pubertal maturation led to strained peer relationships among preadolescent girls. This article recommends that forums to educate children on the stages of development and how to handle each of them be incorporated in the curriculum, to prepare girls for pubertal maturation whenever it occurs.
... • Social anxiety [adapted from the Mini-Social Phobia Inventory (Mini-SPIN) (Connor et al., 2000)] and panic attacks (adapted from the Panic Attack Questionnaire (Norton et al., 2008); • Other drug use (use of tobacco, e-cigarettes, and cannabis in the past six months); • Bullying (adapted version of the Olweus Bully/Victim Questionnaire (Olweus, 1996); • Emotion regulation (The Difficulties in Emotion Regulation Scale (Kaufman et al., 2016); • School engagement (The Hemingway Measure of Adolescent Connectedness (Karcher and Lee, 2002)); • Quality of life (Satisfaction with Life Scale -Child version (Gadermann et al., 2010); and • Self-compassion (Self-compassion scale: Short-form (Raes et al., 2011). ...
Mental disorders and problematic alcohol use are common, co-occurring and cause significant harm to individuals and society. It is critical to intervene early to prevent chronic and debilitating trajectories. Existing prevention programs among adolescents are limited in effectiveness and implementation. This Australian-first study will examine the effectiveness and feasibility of a personality-targeted program called Preventure, in preventing the onset or escalation of alcohol use, internalising problems and externalising problems among young Australians, when delivered by school staff.
A cluster randomised controlled trial (RCT) of effectiveness will be conducted from 2020 to 2022 with 12 schools in Sydney, Australia, with students aged 13 years at baseline. Schools will be randomly allocated to the Preventure intervention or a control condition who will receive their usual Health Education curriculum. Schools allocated to the intervention will deliver Preventure to students scoring one standard deviation above the population mean on one of four personality traits. Preventure consists of two 90-minute group sessions that incorporate cognitive-behavioural therapy and motivational interviewing to promote coping skills. Students will be invited to complete surveys at baseline, 6- and 12-months following the intervention. Primary outcomes include student alcohol use, internalising problems, and externalising problems. Implementation fidelity, feasibility and acceptability will also be examined through surveys with school staff and students. Ethical approval has been obtained from the University of Sydney Human Research Ethics Committee, and the State Education Research Applications Process for research in public schools in NSW. This trial is registered with the Australian New Zealand Clinical Trials Registry (ACTRN12620000790943).
... Among the measures of school connectedness identified in a recent review (García-Moya, Bunn, et al., 2019), two instruments included a specific subscale for the assessment of connectedness with teachers: the Hemingway Measure of Adolescent Connectedness (Karcher & Lee, 2002) and the Maryland Safe and Supportive Schools Climate Survey (Bradshaw et al., 2014). However, only the Hemingway Measure of Adolescent Connectedness phrased items at the individual level needed to capture student-teacher connectedness, that is, with a focus on each student's individual perception of their relationship with teachers. ...
Student–teacher relationships have received a lot of attention in the social sciences. It is well-known that relationships with teachers tend to become more distant during adolescence, but most adolescents single out specific teachers they feel connected to. To better capture this latter phenomenon, the aim of this paper is to propose and evaluate the psychometric properties of a new measure for the assessment of student–teacher connectedness in adolescent samples from two countries. Samples consisted of 2,323 adolescents from England and 8,000 adolescents from Spain, who had answered a specific package of questions for the assessment of student–teacher connectedness included in the 17/18 edition of the WHO-collaborative survey Health Behaviour in School-aged Children (HBSC) in the aforementioned two countries. After analyses of item performance and factorial structure, we obtained a 12-item scale with high internal consistency and a factorial structure consistent with the definition of student–teacher connectedness used for scale development in both datasets. Some evidence of validity was also obtained (the scale correlated positively with teacher support, school satisfaction and life satisfaction and negatively with school-related stress). Finally, invariance analysis (configural, metric, and scalar invariance) supported an equivalent functioning of the scale in England and Spain.
