Development of Positive Parenting Scale (POPS)
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Abstract
Objective: To develop and validate parent and child-reported versions of the Positive Parenting Scales (POPS) as effective tools for evaluating positive parenting skills.
Methods: Two versions of Positive Parenting Scales (POPS) were developed: a self-report version for parents (POPS-P) and a child-report version (POPS-C). Content validity index (CVI) was evaluated by the experts, construct validity was examined through factor analysis, and internal consistency was assessed using Cronbach’s alpha coefficient.
Results: Data were collected from a total of 2,634 parents of students from kindergarten to Grade 12 and 1,912 students from Grade 3 to Grade 12, enrolled in public and private schools in five provinces: Bangkok, Khon Kaen, Chiang Rai, Songkhla, and Ubon Ratchathani. The internal consistency of POPS-P and POPS-C were 0.87 and 0.86 respectively. The factor loadings for the parent and child versions ranged from 0.45 - 0.75 and 0.37 - 0.72, respectively. Content validity, as evaluated by four experts in child and adolescent psychiatry, psychologist, and linguist, showed that content validity index (CVI) scores above 0.87 for the self-report version and 0.75 for the child-report version.
Conclusion: Positive Parenting Scales (POPS), both parent and child-report versions, have good validity and reliability, it suitable for evaluating positive parenting skills.
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