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Validation of the Academic School Climate Scale for Students

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Bibliographic Details
Title: Validation of the Academic School Climate Scale for Students
Language: English
Authors: Crystal Spring (ORCID 0000-0001-7824-0301), Andrea Ochoa (ORCID 0009-0004-7867-0140)
Source: Journal of Psychoeducational Assessment. 2024 42(5):483-497.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Grade 9
High Schools
Grade 10
Grade 11
Grade 12
Descriptors: Educational Environment, Measures (Individuals), Student Attitudes, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12, Sex, Instructional Program Divisions, Race, Test Validity, Test Reliability, Test Construction
DOI: 10.1177/07342829241249353
ISSN: 0734-2829
1557-5144
Abstract: This study sought to develop an Academic School Climate Scale measuring students' perceptions of the learning environments at their schools. With a pilot sample of 1,265 students and validation sample of 14,773 students in Grades 4-12 in schools across the U.S., results of EFA and CFA supported a bifactor model with a general factor and three subscales: High Standards, Teacher Support of Student Learning, and Peer Support of Learning. We found scalar invariance by gender and race, and metric invariance by grade band. Correlations of the Academic School Climate Scale with open classroom climate and school climate indicated concurrent validity.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432364
Database: ERIC
Description
Abstract:This study sought to develop an Academic School Climate Scale measuring students' perceptions of the learning environments at their schools. With a pilot sample of 1,265 students and validation sample of 14,773 students in Grades 4-12 in schools across the U.S., results of EFA and CFA supported a bifactor model with a general factor and three subscales: High Standards, Teacher Support of Student Learning, and Peer Support of Learning. We found scalar invariance by gender and race, and metric invariance by grade band. Correlations of the Academic School Climate Scale with open classroom climate and school climate indicated concurrent validity.
ISSN:0734-2829
1557-5144
DOI:10.1177/07342829241249353