Multilevel Multi-Informant Structure of the Authoritative School Climate Survey

Autor/inn/en	Konold, Timothy; Cornell, Dewey; Huang, Francis; Meyer, Patrick; Lacey, Anna; Nekvasil, Erin; Heilbrun, Anna; Shukla, Kathan
Titel	Multilevel Multi-Informant Structure of the Authoritative School Climate Survey
Quelle	In: School Psychology Quarterly, 29 (2014) 3, S.238-255 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000062
Schlagwörter	Educational Environment; Educational Assessment; Student Surveys; Psychometrics; Learner Engagement; Bullying; Student Behavior; Antisocial Behavior; Factor Analysis; Factor Structure; Middle School Students; Grade 7; Grade 8; Discipline; Discipline Problems; Incidence; Construct Validity; Gender Differences; Scores; Goodness of Fit; Virginia + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Education; assessment; Bewertungssystem; Schülerbefragung; Psychometry; Psychometrie; Mobbing; Student behaviour; Schülerverhalten; Faktorenanalyse; Faktorenstruktur; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Disziplin; Vorkommen; Geschlechterkonflikt
Abstract	The Authoritative School Climate Survey was designed to provide schools with a brief assessment of 2 key characteristics of school climate--disciplinary structure and student support--that are hypothesized to influence 2 important school climate outcomes--student engagement and prevalence of teasing and bullying in school. The factor structure of these 4 constructs was examined with exploratory and confirmatory factor analyses in a statewide sample of 39,364 students (Grades 7 and 8) attending 423 schools. Notably, the analyses used a multilevel structural approach to model the nesting of students in schools for purposes of evaluating factor structure, demonstrating convergent and concurrent validity and gauging the structural invariance of concurrent validity coefficients across gender. These findings provide schools with a core group of school climate measures guided by authoritative discipline theory. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01