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Multi-Group Confirmatory Factor Analysis showed measurement equivalence via scalar invariance. Teacher-related latent means were higher than peer and parent factors for math achievement for both female and male adolescents. 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All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nPERCEIVED ACADEMIC SOCIAL INFLUENCE FROM PARENTS, PEERS, AND TEACHERS ACROSS GENDER GROUPS: SCALE DEVELOPMENT  \nSoung Hwa Walker1+  \n Deron Walker2  \n1School of Education, University of California, Riverside, United States.  \nEmail: [shkwalker18@gmail.com](shkwalker18@gmail.com) Tel: 19518274633  \n2Modern Languages and Literature, California Baptist University, United States.  \nEmail: [dwalker@calbaptist.edu](dwalker@calbaptist.edu) Tel: 19513434652 (+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 3 January 2021  \nRevised: 7 February 2022  \nAccepted: 18 February 2022  \nPublished: 25 February 2022  \nKeywords  \nSocial influence Gender difference Factor analysis Reliability Validity.  \nThis research examines psychometric properties of the 10-item Perceived Academic Social Influence Scale (PASIS) across gender groups with samples from Finland and Taiwan (Total N = 4727, 50.2% female adolescents) . Results of composite scores, factor loadings, item-total correlations, and values of square root of Average Variance Extracted (AVE) confirmed strong reliability and validity of the scale. A Multi-Group Confirmatory Factor Analysis (MGCFA) revealed that measurement was equivalent atthe level of scalar invariance across gender groups. Among three subcomponents of PASIS, latent mean score of teacher factor turned out to be higher than peer and parent factors regarding math achievement for female and male adolescents from both countries. Findings indicate that the PASIS is a reliable and valid measure to assess the perceptions of academic social influence for math learning, which can be utilized in different cultural contexts.  \nContribution/ Originality: This study provides a sound survey tool to measure student perceptions regarding academic social influence from parents, peers, and teachers. Researchers, practitioners, and policy makers will find this 10-item PASIS is efficient and effective to administer to young children and adolescents across various educational settings.  \n1. INTRODUCTION  \nA social norm is one that is considered to influence one’s behavior. The Theory of Reasoned Action (TRA) and Theory of Planned Behavior (TPB) have provided a sound theoretical basis for the relations between social norm and people’s behavior (Ajzen, 1991; Ajzen & Fishbein, 1977) . Nolan, Schultz, Cialdini, Goldstein, and Griskevicius (2008) have argued that normative social influence is potent and widespread--witnessing the actions of other people has a powerful effect on behavior (p. 913). Empirical studies have found that adolescents’ social norm from parents, friends, and teachers is strongly associated with academic behaviors regarding their math achievement (Lipnevich, MacCann, Krumm, Burrus, & Roberts, 2011; Walker, 2017). A significant body of research also has pointed out that social norm influence or support from parents, peers, and teachers either directly or indirectly impacts student motivation, engagement, and outcomes (Ahmed, Minnaert, Van, & Kuyper, 2010; Ansong, Okumu, Bowen, Walker, & Eisensmith, 2017; Clark, Dorio, Eldridge, Malecki, & Demaray, 2020; Lee & Smith, 1999; Pan, Zaff, & Donlan, 2017; Rosenfeld, Richman, & Bowen, 2000; Walker, 2017; Wentzel, 1998). Additionally, research evidence indicates that social support strategy such as encouragement from friends or teachers plays a crucial role in increasing social connectedness  \n(Hamm & Faircloth, 2005) fostering psychological well-being of adolescents (e.g., self-efficacy and hope; Khan (2013)) and predicting academic achievement (Mu, Chen, & Duan, 2021) .  \nAlthough the importance of social influence on students’wellness and academic achievement is unequivocal, little research has investigated how fem","cbCaidjvrUnsuKzP","https://ap.wps.com/l/cbCaidjvrUnsuKzP","pdf",421249,"English","# Abstract\n# Introduction\n## Social Support Scale and its Impact on Educational Outcomes","[{\"question\":\"What does the Perceived Academic Social Influence Scale (PASIS) measure?\",\"answer\":\"PASIS measures students’ perceptions of academic social influence coming from parents, peers, and teachers in relation to academic learning.\"},{\"question\":\"How was PASIS validated across gender groups?\",\"answer\":\"Composite scores, factor loadings, item-total correlations, and AVE-supported reliability and validity. Multi-Group Confirmatory Factor Analysis further tested scalar invariance across gender groups.\"},{\"question\":\"Which social influence factor was highest for math achievement perceptions?\",\"answer\":\"For both female and male adolescents in both countries, the teacher factor’s latent mean score was higher than the peer and parent factors regarding math achievement.\"}]","Perceived Academic Social Influence from Parents, Peers, and Teachers Across Gender Groups - Scale Development | PDF",1792073362,25]