Eu opean Jou nal o In es iga ion in Heal h,
Psychology and Educa ion
2019, Vol. 9, Nº 2 (Págs. 83-94)
© Eu opean j in es iga
e-ISSN 2254-9625 // www.ejihpe.es
doi: 10.30552/ejihpe. 9i2.322
Measu e o pe cei ed social suppo du ing adolescence (APIK)
Ike Iza de la Fuen e, A ánzazu Rod íguez-Fe nández and
Naia a Escalan e Ma eos
Uni e si y o Basque Coun y (Spain)
Social suppo has become a subjec o g ea in e es in di e en scien i ic disciplines, wha has
gene a ed a g ea di e si y o de ini ions ha ha e esul ed in a high quan i y and he e ogenei y o
measu ing ins umen s. In addi ion, he e a e ha dly any ins umen s ha di e en ia e he sou ces o
social suppo despi e i is conside ed a i al componen . The objec i e o his in es iga ion is he
c ea ion and alida ion o a ques ionnai e o measu e pe cei ed social suppo (APIK) in Seconda y
School. 323 s uden s o Seconda y Educa ion o a high school o Vi o ia-Gas eiz aged be ween 12 o
18 yea s old (M=14.41; DT=1.18) pa icipa ed in he s udy, being 128 o hem boys (40%) and 195
gi ls (60%). The ques ionnai es APIK, AFA-R and HBSC we e used. The ob ained esul s o he
explo a o y ac o analysis con i m he h ee-dimensional s uc u e ( amily, iends and eache s) o
he ques ionnai e, which o e s excellen indexes o in e nal consis ency and eliabili y. In
consequence, he new ques ionnai e manages o esol e he limi a ion o o he measu ing ins umen s
ha e alua ed he sou ces sepa a ely, did no i wi h he heo e ical model o social suppo ; we e oo
long, e c.
Keywo ds: Pe cei ed social suppo , alida ion, ques ionnai e, explo a o y ac o analysis.
Medida del apoyo social pe cibido (APIK) en la adolescencia. El apoyo social se ha con e ido en un
ema de g an in e és en dis in as disciplinas cien í icas lo que ha gene ado una g an di e sidad de
de iniciones que han de i ado en una ele ada can idad y he e ogeneidad de ins umen os de medida.
Además apenas exis en ins umen os que di e encien las uen es de apoyo social pese a conside a se
un componen e i al. De es e modo, el obje i o de es a in es igación es elabo a y alida un
ins umen o pa a medi el apoyo social pe cibido en Educación Secunda ia. Pa icipa on en la
in es igación 323 es udian es de Educación Secunda ia de un ins i u o de Vi o ia-Gas eiz con edades
comp endidas en e los 13 y 18 años (M=14.41; DT=1.18), de los cuales 128 e an chicos (40%) y 195
(60%) chicas, a los que se aplica on los cues iona ios: APIK, AFA-R y HBSC. Los esul ados ob enidos
con i man la es uc u a idimensional ( amilia, amigos y p o eso ado) del cues iona io, con excelen es
índices de consis encia in e na y iabilidad. En consecuencia, el nue o cues iona io consigue sol en a
la limi ación de o os ins umen os de medida que e aluaban po sepa ado las uen es, no encajaban
con la concepción eó ica del apoyo social, e an demasiado ex ensos, e c.
Palab as cla e: Apoyo social pe cibido, alidación, cues iona io, análisis ac o ial explo a o io.
Co espondence: Ike Iza de la Fuen e. Uni e si y o Basque Coun y. C/ Juan Ibáñez de S o. Domingo,
Nº 1. C.P.: 01006. Vi o ia-Gas eiz, Ála a (Spain). E-mail: ike .iza dela uen [email protected]
IZAR e al. APIK measu e o social suppo
84 Eu opean j in es iga Vol. 9, Nº 2 (Págs. 83-94)
Since he nine een-se en ies (Ba ón, 1996), when Cassel (1974a, 1974b), Cobb
(1976) and Caplan (1974) i s consolida ed he cons uc as an objec o s udy, social suppo
has become an issue o g ea in e es (Alemán, 2013), gi ing ise o a wide a ie y o
de ini ions and measu emen ins umen s (Azpiazu, 2016). This makes i s speci ic concep ion
di icul (Te ol e al., 2004), and al hough i can be unde s ood gene ically as he se o
esou ces people p o ide each o he (Cohen, Me mels ein, Kama ck, & Hobe man, 1985),
he cons uc con inues o be ambiguous in e ms o i s de ini ion, composi ion and e alua ion
(Sa ason & Sa ason, 2009).
O he many ways in which social suppo can be unde s ood, wo de ini ions s and
ou as being he mos widesp ead: ha p oposed by Ta dy (1985) and ha p oposed by Lin
(1986). Ta dy (1985) iden i ied i e hie a chically-o de ed dimensions: (1) Di ec ion:
e e ing o whe he suppo is being gi en o ecei ed; (2) Disposi ion: he assessmen o he
a ailabili y o he suppo , as well as eal suppo ; (3) Desc ip ion/e alua ion: how sa is ied
people eel wi h hei suppo ; (4) Con en : he ype o suppo , wi h emo ional (p o iding
empa hy, a ec ion, e c.), ins umen al (help ul beha io s), in o ma ional (gi ing ad ice) and
app aisal ( eedback) suppo being he mos common; and (5) Ne wo k: i.e. he di e en
sou ces p o iding suppo .
Howe e , i is he second de ini ion, p oposed by Lin (1986), ha will be aken as
a e e ence in his s udy, since i is one o he mos comp ehensi e (Ramos, 2015),
unde s anding social suppo as he "pe cei ed o ac ual ins umen al and/o exp essi e
p o isions supplied by he communi y, social ne wo ks, and con iding pa ne s" in bo h
e e yday si ua ions and momen s o c isis (Lin, 1986). This de ini ion es s on h ee key
independen pila s:
-Suppo p o ided and suppo pe cei ed: A dis inc ion is made be ween he ac ual
suppo ha is o e ed o someone and he suppo pe cei ed by he ecipien (He e o, 2004).
-Con ex in which he suppo occu s: Lin (1986) e e s o he help ha may be
supplied in each con ex : (1) Communi y: supe luous ela ionships. (2) Social ne wo ks: he
mos common social con ac s ( eache s, colleagues, e c.). (3) Mo e in ima e and us -based
ela ionships: amily and close iends.
-Types o suppo : A dis inc ion is made be ween suppo o achie e a speci ic goal
(ins umen al) and suppo as an end in i sel , o sa is y emo ional needs (exp essi e) (Lin,
1986). This dis inc ion is no he mos widely accep ed, wi h ha p oposed by Schae e ,
Coyne and Laza us (1981) p o ing mo e popula . Acco ding o hese au ho s' p oposal, he e
a e h ee ypes o suppo : (1) emo ional suppo , linked o he a ec i e sphe e (a achmen
and com o ); (2) angible suppo , o he ma e ial help o ac ions aimed a esol ing p oblems
(dona ions, ca e, e c.); and (3) in o ma ional suppo , o gi ing ad ice and in o ma ion such
as eedback.
The majo i y o s udies do no dis inguish be ween he sou ces o social suppo
wi hin he dimensions o he cons uc (Homb ados & Cas o, 2013), despi e his ac o being
IZAR e al. APIK measu e o social suppo
Eu opean j in es iga Vol. 9, Nº 2 (Págs. 83-94) 85
conside ed a i al componen du ing adolescence (Musi u & Ca a, 2003). I is he e o e
impo an o s udy hese sou ces sepa a ely (Mendoza, Ca asco, & Mendoza, 2000) in o de
o unde s and he eal expe ience o suppo (Homb ados & Cas o, 2013).
Al hough some s udies ha e ocused on amily and iends (Ramos, 2015),
ecological models also highligh he school as a key social con ex (Homb ados & Cas o,
2013). Adolescen s spend a la ge pe cen age o hei ime a school wi h hei eache s, and
a e hea ily in luenced by hem (Eccles & Roese , 2003). This line o hinking is also
consis en wi h ha ad oca ed by Vieno, San inello, Galbia i, and Mi andola (2004), who
a gue ha i is he social suppo p o ided by eache s, amily and pee s ha is mos impo an
du ing adolescence.
Social suppo measu emen ins umen s
Du ing adolescence, social suppo is a s ong p o ec o agains a wide ange o
ad e si ies, and as such is necessa y o ensu ing heal hy de elopmen (Dema ay & Malecki,
2002). I is he e o e i al o ha e alid, eliable measu emen ins umen s ha gua an ee a
p ecise e alua ion o social suppo du ing his de elopmen pe iod, as well as in he
educa ional en i onmen . Un o una ely, ollowing an analysis o a ailable ques ionnai es,
he conclusion was eached ha such an ins umen does no ye exis .
The dispa i y o c i e ia (Lai ei e & Baumann, 1992) ega ding social suppo has
gi en ise o a la ge numbe and a ie y o ques ionnai es (Alemán, 2013), wi h only a
mino i y being designed speci ically o adolescen s (Pas o , Quiles, & Pamies, 2012).
The i s p oblem is ha he majo i y o he ins umen s examined ail o analyze
he sou ce o he suppo p o ided (Ba e a, 1980; Ba e a, Sandle , & Ramsay, 1998;
B idges, Sande man, & an Sonde en, 2002; Cu ona & Russell, 1987; Kliem e al., 2015;
Kempen & Van Eijk, 1995; T ujillo e al., 2012). Secondly, many we e de eloped o e y
speci ic con ex s, such as he clinical p ac ice (Holden, Lee, Hockey, Wa e, & Dobson, 2014;
Mose , S uck, Silliman, Ganz, & Clough-Go , 2012; Richman, Rosen eld, & Ha dy, 1993;
She bou ne & S ewa , 1991) and spo (F eeman, Co ee, & Rees, 2011).
O hose ques ionnai es which do iden i y sou ces, some analyze each sou ce
indi idually, measu ing he suppo p o ided by amily sepa a ely om ha p o ided by
iends (P ocidano & Helle , 1983; Domínguez, Salas, Con e as, & P ocidano, 2011) o
ocusing only on he suppo supplied by eache s (Mo eno e al., 2012). O he s analyze only
wo sou ces oge he : amily and iends (Alemán & Cal o, 2006; González & Lande o, 2014;
Ha des y & Richa dson, 2012; Macdonald, 1998).
O hose which ocus on he amily, some ins umen s include siblings (Schol e,
an Lieshou , & an Aken, 2001) o oman ic pa ne s (Cal o & Díaz, 2004; Fu man &
Buh mes e , 2009; Zime , Dahlem, Zime , & Fa ley, 1988), despi e he ac ha hese igu es
a e no conside ed p incipal sou ces o suppo du ing his li e s age (Homb ados & Cas o,
2013). Mo eo e , mos a e oo long (Go don-Hollingswo h e al., 2015).
IZAR e al. APIK measu e o social suppo
86 Eu opean j in es iga Vol. 9, Nº 2 (Págs. 83-94)
A ew o he ques ionnai es analyzed measu e all h ee dimensions o social
suppo oge he ( amily, iends and eache s), bu hey do so along wi h o he sou ces
(classma es, g andpa en s, e c.). This ei he ende s he ques ionnai e o e ly cumbe some
(Malecki & Dema ay, 2002) o p e en s he i ems om co ec ly i ing in o he heo e ical
concep ion o social suppo (Fu man & Buh mes e , 1985; Ha e , 1985; Pas o e al., 2012).
In ligh o hese limi a ions, a need was iden i ied o a new ins umen o e alua e
pe cei ed social suppo among school-going adolescen s aged be ween 12 and 18 yea s. The
ques ionnai e should di ide he cons uc in o h ee dimensions (suppo om amily, iends
and eache s), each comp ising h ee subscales (emo ional, angible and in o ma ional
suppo ). The aim o his s udy was he e o e o de elop and alida e such an ins umen o
measu ing pe cei ed social suppo in Seconda y Educa ion.
METHOD
Pa icipan s
The ini ial sample comp ised 331 s uden s, o which 8 we e elimina ed due o a
ailu e o espond o mo e han 1% o he i ems, and 6 we e elimina ed due o inconsis en
esponse pa e ns. The inal sample he e o e comp ised 323 seconda y school s uden s aged
be ween 13 and 18 (M=14.41; SD=1.18).
All we e om a semi-p i a e school (i.e. a p i a e school which ecei es some
s a e unding) in he p o ince o Ála a wi h a medium-high socioeconomic le el. As ega ds
he sex o he sample g oup, 60.4% we e gi ls and 39.6% boys, wi h bo h g oups being e enly
balanced (
²=4.87; p.05). The sample was selec ed using an inciden al p ocedu e.
Measu emen ins umen s
Pa icipan s we e asked o comple e h ee ques ionnai es, all wi h 5-poin
Like - ype esponse scales. To e alua e pe cei ed social suppo , wo addi ional
ques ionnai es we e adminis e ed alongside he one being alida ed in his s udy.
Fi s ly, o assess pe cei ed social suppo om amily and iends, he Pe cei ed
Social Suppo om Family and F iends (AFA-R) ques ionnai e by González & Lande o
(2014) was used. This ins umen e alua es wo dimensions (suppo om amily and suppo
om iends) and is made up o 15 i ems wi h an in e nal consis ency o α=.87 o his s udy.
Secondly, he eache suppo subscale o he HBSC ques ionnai e (Mo eno e al.,
2012) was used o measu e pe cei ed social suppo om eache s. This scale comp ises 8
i ems and had an in e nal consis ency o α=.92 o his s udy.
P ocedu e
A mee ing was held wi h he managemen eam o he school, and once o icial
ag eemen o pa icipa e had been ecei ed, he au ho s wen o he class ooms o adminis e
IZAR e al. APIK measu e o social suppo
Eu opean j in es iga Vol. 9, Nº 2 (Págs. 83-94) 87
he ques ionnai es o s uden s. All s uden s signed an in o med consen o m p io o
pa icipa ing.
Ques ionnai es we e adminis e ed indi idually and collec i ely by he au ho s in
class ime and in he class ooms hemsel es. The ba e y had p e iously been es ed o ensu e
ha i ook no longe han 30 minu es o comple e.
Da a analysis
Subjec s who ailed o espond in o e 1% o he i ems we e elimina ed, along wi h
hose wi h abe an esponse pa e ns de ec ed using he clus e s es . Missing alues (less
han 1%) we e eplaced using he linea end es ima ion a he poin .
Nex , a no mali y analysis was conduc ed, e ealing some no mal and some non-
no mal da a. Al hough his was aken o indica e a iola ion o no mali y, he skewness and
ku osis alues we e no oo a om no mal and, mo eo e , pa ame ic es s a e su icien ly
obus o his deg ee o iola ion (Chok, 2010; Edgell & Noon, 1984; Schmide , Ziegle ,
Danay, Beye , & Bühne , 2010). The decision was he e o e made o use he da a.
To alida e he esul s, a s a is ical analysis o he i ems was conduc ed, along wi h
an explo a o y dimensionali y s udy ( ac o iza ion o he main axes i e a ed wi h oblique
o a ion). The in e nal consis ency o he ins umen was calcula ed (C onbach's alpha) and,
inally, o calcula e he ex e nal alidi y, he APIK ques ionnai e was co ela ed wi h he o he
wo ques ionnai es which e alua e he same a iables (AFA-R and HBSC).
RESULTS
Valida ion o he measu emen ins umen
The ques ionnai e was ound o ha e adequa e psychome ic cha ac e is ics in
e ms o ac o ali y, in e nal consis ency and alidi y. To de e mine i s dimensionali y,
di e se da a ela ing o he psychome ic cha ac e is ics o he 27 i ems o he APIK
ques ionnai e we e analyzed: minimum and maximum, cen al endency, a iabili y,
skewness, ku osis and he alpha alue i he i em was elimina ed (see able 1).
The minimum and maximum da a we e co ec , since hey oscilla ed be ween 1
and 5. The mean sco es o he i ems we e be ween M=3.04 and M=4.60, wi h he a i hme ic
means being abo e he ecommended hal way poin o he scale (Nunnally & Be ns ein,
1995). The s anda d de ia ions oscilla ed a ound he ecommended alue o 1
(Ca e e o-Dios & Pé ez, 2005), exceeding his alue in a ious cases and e ealing educed
alues o only six i ems (i6, i16, i20, i23, i27 and i36). In gene al, he ecommended ange
is [-2, 2] o skewness (Bandalos & Finney, 2010) and [-5, 5] o ku osis (Ben le , 2005).
These condi ions we e me in all cases. Finally, he elimina ion o none o he i ems was ound
o imp o e he C onbach’s alpha alue (α = .95), which is a good indica ion.
IZAR e al. APIK measu e o social suppo
88 Eu opean j in es iga Vol. 9, Nº 2 (Págs. 83-94)
Table 1. Desc ip i e cha ac e is ics o he APIK i ems
Min.
Max.
Mean
SD
skewness
Ku osis
Al a i he i em is elimina ed
APIK06_FAM_EMO
1
5
4.60
.759
-2.000
3.941
.954
APIK07_FAM_EMO
1
5
4.47
.811
-1.553
1.915
.954
APIK09_FAM_EMO
1
5
4.37
.999
-1.644
1.994
.954
APIK11_FAM_MAT
1
5
4.24
.808
-.845
.296
.955
APIK13_FAM_MAT
1
5
4.14
1.062
-1.022
.153
.955
APIK16_FAM_MAT
1
5
4.50
.793
-1.685
2.863
.955
APIK20_FAM_INF
1
5
4.58
.706
-1.862
3.684
.955
APIK21_FAM_INF
1
5
4.39
.854
-1.415
1.600
.955
APIK23_FAM_INF
1
5
4.54
.739
-1.637
2.394
.955
APIK27_AMI_EMO
1
5
4.53
.777
-1.807
3.041
.955
APIK29_AMI_EMO
1
5
4.51
.805
-1.740
2.568
.955
APIK30_AMI_EMO
1
5
4.47
.801
-1.565
2.265
.955
APIK36_AMI_MAT
1
5
4.38
.767
-1.173
1.234
.955
APIK38_AMI_MAT
1
5
4.23
.923
-1.087
.620
.955
APIK39_AMI_MAT
1
5
4.13
.967
-1.140
1.029
.955
APIK41_AMI_INF
1
5
4.32
.868
-1.396
1.961
.955
APIK45_AMI_INF
1
5
4.33
.826
-1.255
1.447
.955
APIK46_AMI_INF
1
5
4.13
.894
-.870
.271
.955
APIK48_PROF_EMO
1
5
3.45
1.043
-.343
-.279
.954
APIK50_PROF_EMO
1
5
3.21
1.133
-.217
-.601
.954
APIK53_PROF_EMO
1
5
3.04
1.192
-.117
-.741
.954
APIK56_PROF_MAT
1
5
3.43
1.197
-.533
-.566
.954
APIK59_PROF_MAT
1
5
3.75
1.029
-.651
.099
.954
APIK60_PROF_MAT
1
5
3.50
1.082
-.447
-.391
.954
APIK62_PROF_INF
1
5
3.74
1.013
-.779
.389
.954
APIK66_PROF_INF
1
5
3.66
.924
-.406
-.124
.954
APIK68_PROF_INF
1
5
3.42
1.106
-.386
-.402
.954
To al Al a
.955
No e. Legend: Min.=minimum; Max.=maximum; SD=s anda d de ia ion
Be o e conduc ing he explo a o y ac o analysis, s eps we e aken o e i y he
adequacy o he KMO index (.90) and Ba le 's es (χ² [351]=4538.97; p<.001) (Kaise , 1970;
Mon oya, 2007). A 3- ac o solu ion was ex ac ed wi h a o al pe cen age o explained
a iance o 50.53% and adequa e alues o a ound .50 o commonali ies (see able 2) (Hai ,
Ande son, Ta ham, & Black, 2004).
To es he in e nal consis ency o he APIK ques ionnai e, C onbach’s alpha was
used, ob aining a alue o α=.90 o he o al ques ionnai e, a alue well abo e he
ecommended minimum o .70 (Nunnally & Be ns ein, 1995).
Ex e nal alidi y was es ed h ough con e gen alidi y, based on an analysis o
ela ions be ween he s udy es (APIK) and o he s wi h he same measu emen objec i e: he
AFA-R (pe cei ed suppo om amily and iends) and HBSC (pe cei ed suppo om
eache s).
IZAR e al. APIK measu e o social suppo
Eu opean j in es iga Vol. 9, Nº 2 (Págs. 83-94) 89
Table 2. APIK’s commonali ies and ac o ial weigh s
Commonali ies
EFA
1
2
3
APIK06_FAM_EMO
.583
-.755
APIK07_FAM_EMO
.599
-.768
APIK09_FAM_EMO
.486
-.664
APIK11_FAM_MAT
.323
-.530
APIK13_FAM_MAT
.349
-.558
APIK16_FAM_MAT
.516
-.715
APIK20_FAM_INF
.597
-.798
APIK21_FAM_INF
.570
-.764
APIK23_FAM_INF
.535
-.719
APIK27_AMI_EMO
.431
.652
APIK29_AMI_EMO
.396
.616
APIK30_AMI_EMO
.609
.775
APIK36_AMI_MAT
.414
.623
APIK38_AMI_MAT
.397
.616
APIK39_AMI_MAT
.365
.598
APIK41_AMI_INF
.419
.650
APIK45_AMI_INF
.614
.795
APIK46_AMI_INF
.451
.626
APIK48_PROF_EMO
.529
.700
APIK50_PROF_EMO
.566
.697
APIK53_PROF_EMO
.536
.723
APIK56_PROF_MAT
.396
.631
APIK59_PROF_MAT
.546
.734
APIK60_PROF_MAT
.739
.846
APIK62_PROF_INF
.510
.730
APIK66_PROF_INF
.559
.749
APIK68_PROF_INF
.610
.767
No e: 3= amily; 2= iends; 1= eache s
All i ems sa u a ed wi hin he ac o o which hey we e designed wi h ac o
loadings a abo e he minimum alue o .40 (Table 2) (Lozano & De la Fuen e, 2009;
Mo ales, 2011), eaching mo e es ic i e minimum alues o .70.
Table 3. Co ela ions among APIK, AFA-R and HBSC
AFA-R
Family
AFA-R
F iends
AFA-R
To al
HBSC
Teache s
APIK FAMILY
Pea son
.804***
.333***
.703***
.328***
P
.000
.000
.000
.000
APIK FRIENDS
Pea son
.302***
.692***
.569***
.195***
P
.000
.000
.000
.000
APIK TEACHERS
Pea son
.372***
.123*
.308***
.842***
P
.000
.027
.000
.000
APIK TOTAL
Pea son
.658***
.483***
.688***
.680***
P
.000
.000
.000
.000
No e. *p<.05; **p<.01; ***p<.001
The APIK amily suppo dimension (Table 3) was ound o co ela e closely and
posi i ely wi h he same dimension o he AFA-R ques ionnai e ( =.804). The APIK suppo
om iends dimension also co ela ed closely and posi i ely wi h he same dimension o he
AFA-R ( =.692). This end was also obse ed in he case o he suppo om eache s
IZAR e al. APIK measu e o social suppo
90 Eu opean j in es iga Vol. 9, Nº 2 (Págs. 83-94)
dimension and he HBSC ( =.842). Mo eo e , he gene al APIK suppo scale was ound o
co ela e closely and posi i ely wi h he gene al AFA-R scale ( =.688) and he HBSC scale
( =.680). Finally, he co ela ions be ween scales e alua ing di e en sou ces o suppo we e
much weake .
DISCUSSION AND CONCLUSIONS
The aim o his s udy was o de elop and alida e an ins umen o measu ing
pe cei ed social suppo in Seconda y Educa ion. The esul s e eal adequa e psychome ic
p ope ies wi h excellen in e nal consis ency and alidi y alues.
The explo a o y ac o analysis o he APIK ques ionnai e suppo ed he h ee-
dimensional s uc u e o suppo om amily, iends and eache s hypo hesized in o he
s udies (Homb ados & Cas o, 2013).
Consequen ly, he new APIK ques ionnai e o e comes he limi a ions o o he
measu emen ins umen s which e alua e sou ces sepa a ely o ocus on only one o hem
(Domínguez e al., 2011; González & Lande o, 2014; Ha des y & Richa dson, 2012; Mo eno
e al., 2012; P ocidano & Helle , 1983). Mo eo e , he new ques ionnai e ocuses solely on
he mos ele an sou ces o adolescen s (Homb ados & Cas o, 2013), wi hou analyzing
o he s which a e no conside ed ele an (Fu man & Buh mes e , 2009; Schol e e al., 2001;
Zime e al., 1988), and ha ing only 27 i ems also o e comes he limi a ions o o he
ques ionnai es, which a e oo long (Go don-Hollingswo h e al., 2015; Malecki & Dema ay,
2002). Finally, unlike hose o o he ques ionnai es (Fu man & Buh mes e , 1985; Ha e ,
1985; Pas o e al., 2012), he i ems o he APIK ques ionnai e co ec ly i he heo e ical
concep ion o social suppo .
Ne e heless, he s udy does ha e some limi a ions. Pa icipa ion in he s udy was
limi ed o a single school wi h a medium-high socioeconomic le el. This may esul in a
possible a ia ion in he esul s i he ins umen is adminis e ed in o he schools om mo e
di e se egions. To his end, u u e esea ch should seek o epea he s udy wi h mo e a ied
samples.
Finally, his a enue o esea ch could be u he de eloped in he u u e by
conduc ing a con i ma o y ac o analysis o e i y he model ob ained he e. Thus, s uc u al
equa ions could be used o con i m a hypo he ical model which combines wo le els and
di e en hie a chized dimensions: i s ly, sou ces o suppo and, wi hin hese, ypes o
suppo p o ided. This would p o ide a mo e global, hie a chized and mul idimensional iew
o he cons uc .
Acknowledgmen
This piece o esea ch o ms pa o he wo k ca ied ou by he Basque Uni e si y
Sys em's Consolida ed Resea ch G oup IT934-16, he esul s o he PPG17/61 esea ch
IZAR e al. APIK measu e o social suppo
Eu opean j in es iga Vol. 9, Nº 2 (Págs. 83-94) 91
p ojec a he Uni e si y o he Basque Coun y and he p ojec EDU2017-83949-P o he
S a e subp og am o Knowledge Gene a ion o he Minis y o Economy, Indus y and
Compe i i eness.
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