Construct and Structural Equivalence of the English and Spanish Versions of the Authoritative School Climate Survey

Autor/inn/en	Afolabi, Kelvin T.; Konold, Timothy R.; Maeng, Jennifer
Titel	Construct and Structural Equivalence of the English and Spanish Versions of the Authoritative School Climate Survey
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 1, S.49-62 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Afolabi, Kelvin T.) ORCID (Konold, Timothy R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829221125087
Schlagwörter	Student Surveys; Educational Environment; English; Spanish; Translation; High School Students; Help Seeking; Teacher Student Relationship; Teacher Attitudes; Discipline Policy; Cross Cultural Studies; Test Validity; Measures (Individuals); Error of Measurement; Virginia + Suchen Sie Ihr Suchwort? Schülerbefragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; English language; Englisch; Spanisch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Disziplinarmaßnahme; Cultural comparison; Kulturvergleich; Testvalidität; Messdaten; Messfehler
Abstract	This study evaluated the construct and structural equivalence of the English and Spanish versions of the authoritative school climate survey (ASCS). Measurement invariance was evaluated through increasingly restrictive tests on a sample of N = 6976 high school students, with focus on the three core ASCS scales: Students' Willingness to Seek Help, Teacher Respect for Students, and Disciplinary Structure. Results provided support for the configural, metric, and scalar invariance of these scales across versions. Because school climate is often measured through reports of student perceptions that are aggregated to the school level, these results provide an additional resource for schools looking to increase the diversity of their students' voice through more equitable tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01