TY - JOUR
T1 - Development of a dual school climate and school identification measure–student (SCASIM-St)
AU - Lee, Eunro
AU - Reynolds, Katherine J.
AU - Subasic, Emina
AU - Bromhead, Dave
AU - Lin, Hanzhang
AU - Marinov, Vladmir
AU - Smithson, Michael
N1 - Publisher Copyright:
© 2017 Elsevier Inc.
PY - 2017/4/1
Y1 - 2017/4/1
N2 - Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advancing a more integrated approach, a new measurement tool is developed– the School Climate and School Identification Measure–Student (SCASIM-St). This scale builds on the Moos (1973) framework which assesses relationships, personal growth, and system management in schools. The social identity approach to group processes (Tajfel & Turner, 1979; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is used to extend work on school connectedness and belonging through the inclusion of a measure of social identification. A range of methods across three studies are designed to assess the reliability and validity of SCASIM-St (N = 7209, Australian grades 7–10 students). These include confirmatory factor analysis, test-retest analysis, and convergent validity (Study 1 and 2). Additionally measurement invariance tests for student sub-groups regarding gender, grade level, and non-English language, were employed in Study 3. It also included criterion validity analysis using multilevel models for the key outcome measures of students’ academic achievement, well-being, and aggressive behaviors. All of these analyses indicate that SCASIM-St is an effective measure. Theoretical and practical implications as well as future directions are outlined.
AB - Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advancing a more integrated approach, a new measurement tool is developed– the School Climate and School Identification Measure–Student (SCASIM-St). This scale builds on the Moos (1973) framework which assesses relationships, personal growth, and system management in schools. The social identity approach to group processes (Tajfel & Turner, 1979; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is used to extend work on school connectedness and belonging through the inclusion of a measure of social identification. A range of methods across three studies are designed to assess the reliability and validity of SCASIM-St (N = 7209, Australian grades 7–10 students). These include confirmatory factor analysis, test-retest analysis, and convergent validity (Study 1 and 2). Additionally measurement invariance tests for student sub-groups regarding gender, grade level, and non-English language, were employed in Study 3. It also included criterion validity analysis using multilevel models for the key outcome measures of students’ academic achievement, well-being, and aggressive behaviors. All of these analyses indicate that SCASIM-St is an effective measure. Theoretical and practical implications as well as future directions are outlined.
KW - Multilevel model
KW - Reliability and validity
KW - Scale development
KW - School climate
KW - School identification
KW - Social identity
UR - http://www.scopus.com/inward/record.url?scp=85010447440&partnerID=8YFLogxK
U2 - 10.1016/j.cedpsych.2017.01.003
DO - 10.1016/j.cedpsych.2017.01.003
M3 - Article
SN - 0361-476X
VL - 49
SP - 91
EP - 106
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
ER -