Socio-Educational Environment Questionnaire: Factor Validity and Measurement Invariance in a Longitudinal Study of High School Students

Autor/inn/en	Goulet, Julie; Morizot, Julien
Titel	Socio-Educational Environment Questionnaire: Factor Validity and Measurement Invariance in a Longitudinal Study of High School Students
Quelle	In: Learning Environments Research, 26 (2023) 2, S.445-467 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goulet, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-022-09441-x
Schlagwörter	Questionnaires; Educational Environment; Longitudinal Studies; Factor Structure; Test Validity; Error of Measurement; High School Students; Structural Equation Models; Teacher Student Relationship; Peer Relationship; Justice; Safety; Academic Achievement; Predictive Validity + Suchen Sie Ihr Suchwort? Fragebogen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Faktorenstruktur; Testvalidität; Messfehler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Gerechtigkeit; Sicherheit; Schulleistung
Abstract	School climate is an essential ingredient of student well-being and academic success. Although it has been studied extensively, only a few well-validated instruments are available for the assessment of school climate. The aim of this study was to assess the factor validity and measurement invariance of the Socio-educational Environment Questionnaire (SEQ) using data from a longitudinal cohort of 1036 French-Canadian high school students who were assessed on three occasions. Exploratory structural equation modeling was used to empirically test the factor structure and measurement invariance across time and gender. The results supported the proposed SEQ five-factor model (teacher-student relationship, student relationships, justice climate, academic climate, and safety climate) and its longitudinal invariance across high school years. Gender invariance was also established. Finally, predictive validity was assessed. Among the five school climate dimensions, teacher-student relationships, academic and safety climate were related to subsequent school engagement. School climate was not associated with either boys' or girls' academic achievement. Overall, this study suggests that the SEQ is a valid and reliable short tool for the assessment of school climate in high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01