Validation of the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ) - Early findings and next steps

Oct 15, 2026

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Validation of the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ) is presented, using a moderate-sized sample of secondary students in Western Australia (Indigenous n=244; non-Indigenous n=258; not stated n=34). The instrument targets student perceptions of experiences across family, community, and school that may relate to school engagement and beliefs about normative education behaviour and outcomes. Exploratory factor analysis supported 12 underlying constructs from 46 scalar items, with robust total internal consistency and reliable scales for multiple domains.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Introduction

Research context

Instrument validation and results

Factor analysis and constructs

Reliability and internal consistency

Supported and moderately consistent constructs

Validation of the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ): Early findings and next steps Mary-anne Macdonald1 and Eyal Gringart2 1 Kurongkurl Katitjin Centre for Indigenous Australian Education and Research, Edith Cowan University, Perth, 6050, Australia, [email m. macdonald@.ecu.edu.au](email m. macdonald@.ecu.edu.au) 2 School of Psychology and Social Science, Edith Cowan University, Perth, 6027, Australia Research in Indigenous and non-Indigenous education in Australia over the last two decades has begun to turn towards quantitative methods of understanding various factors affecting student outcomes. The current article presents a new measurement instrument, the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ), validated with a moderate-sized sample of secondary students in Western Australia (Indigenous: n = 244; non-Indigenous: n = 258; not stated: n = 34) . The MSPSQ aimed to measure student perceptions of select experiences within the family, community and school which may factor in school engagement and beliefs regarding normative education behaviour and likely outcomes. Exploratory factor analysis indicated that the 46 scalar items in the MSPSQ adequately reflected 12 underlying constructs for the given sample. The MSPSQ was found to have robust total internal consistency (α = 0. 85), as well as good measures of Cronbach’s alpha (α > 0.7) on six constructs of self-reported student experiences: Positive school culture, Student self-efficacy, Pathway development, Provision of study assistance, Family support, and Peer support. Five other constructs had moderate internal consistency (α > 0. 6) . These were Promotion of Indigenous culture, Access to a suitable study environment, Future aspirations, School importance, and Perceived benefit of education. Keywords: Indigenous schooling, instrument validation, student perceptions, factor analysis, education utility Introduction Research context In an effort to promote equitable education engagement and achievement between Indigenous1 and nonIndigenous Australians, and to increasingly model education systems in ways that reflect the lived experience of Indigenous Australians, research over the last two decades has begun to turn towards quantitative methods of understanding education experiences and decision-making amongst Indigenous school students (Biddle, 2014; Bodkin-Andrews, Ha, et al., 2010; Hillman, 2010; Lamb et al., 2004) . Scholars hope that this growing area of research can quantify the influence of various factors on Indigenous education outcomes in order to influence education providers to more effectively meet the expressed needs of Indigenous Australians, as framed by communities themselves (Biddle, 2014; Rainie et al., 2017) . 1 The term “Aboriginal” is preferred nomenclature amongst Aboriginal people in Western Australia, whereas “Indigenous” is the preferred term in some other parts of Australia. In this article, the term “Aboriginal” is used when this information is known about the individuals or groups mentioned, or where discussion refers to literature that has used this terminology. In all other cases, the broader term “Indigenous” is used. Within the last decade there has been a steady output of high-quality research into the psychological determinants of education behaviours such as self-concept and motivations (Biddle, 2014; BodkinAndrews, Ha, et al., 2010; Mooney et al., 2016). Some studies have validated pre-existing psychological measurement tools, for example, the Self-Description Questionnaire II (short version) (SDQII-S) for use with Aboriginal students (Bodkin-Andrews et al., 2005) . Other researchers have also used large-scale quantitative studies to assess the impact of academic self-concept and secondary school engagement on post-secondary education aspirations, completion and occupational status for Australian students more generally, as well as for Indigenous Australian s

FAQs

What is the MSPSQ and what does it measure?

The Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ) measures students’ perceptions of experiences within the family, community, and school that may influence school engagement and education-related beliefs and outcomes.

How was the MSPSQ validated in this study?

The questionnaire was validated using exploratory factor analysis on 46 scalar items, identifying 12 underlying constructs, and assessing internal consistency reliability for each construct.

Which types of school experience constructs showed strong reliability?

Strong internal consistency was reported for constructs including Positive school culture, Student self-efficacy, Pathway development, Provision of study assistance, Family support, and Peer support.

Oct 15, 2026

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