Validation of the Teacher and Classmate Support Scale in A Population of Spanish Adolescents
Validation of the Teacher and Classmate Support Scale in A Population of Spanish Adolescents

Summary/Abstract: Background/purpose. The concept of perceived social support has been related to numerous educational and psychological variables. However, its measurement in the field of education has not been very precise. Therefore, the aim of this study is to validate the Teacher and Classmate Support Scale (TCSS) in a population of Spanish adolescents. Materials/methods. The study sample consisted of 618 students aged 12 to 16 (M = 14.04, SD = 1.34). A confirmatory factor analysis was conducted to test factorial invariance across genders. A classical item analysis was conducted, accounting for item correlations and criterion validity. Results. The results confirmed the scale’s bi-dimensional structure, with both correlated factors showing good fit indices (CFI = .96, RMSEA = .059, SRMR = .029, and LTI = .965), and obtained configurational, metric, and scalar invariance, except for strict invariance. Conclusion. This study provides a reliable measuring instrument for educators to measure perceived social support.

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