Measuring Student Perceptions of School Climate: A Systematic Review and Ecological Content Analysis

Marraccini, Marisa E.; Fang, Yumeng; S, Levine; Chin, Andrew J.; Pittleman, Cari

doi:10.1007/s12310-019-09348-8

Cited by 23 publications

(15 citation statements)

References 78 publications

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“…Measuring the school climate is a desirable goal both for academic research and for educational establishments, as this idea focuses on the possibility of intervening and improving the school environment. According to a recent systematic review ( Lewno-Dumdie et al, 2019 ; Grazia and Molinari, 2020 ; Marraccini et al, 2020 ), the literature on school climate measurement includes a variety of definitions, dimensions, and measures that do not permit a general consensus. For example, the study by Marraccini et al (2020) conducted a full-text review of 446 articles that identified 26 instruments for measuring school climate and concluded that the identified measures of school climate came from a variety of theoretical backgrounds that captured various constructs and were adapted to different educational levels.…”

Section: Measurement Of School Climatementioning

confidence: 99%

“…According to a recent systematic review ( Lewno-Dumdie et al, 2019 ; Grazia and Molinari, 2020 ; Marraccini et al, 2020 ), the literature on school climate measurement includes a variety of definitions, dimensions, and measures that do not permit a general consensus. For example, the study by Marraccini et al (2020) conducted a full-text review of 446 articles that identified 26 instruments for measuring school climate and concluded that the identified measures of school climate came from a variety of theoretical backgrounds that captured various constructs and were adapted to different educational levels. According to the review study carried out by Grazia and Molinari (2020) , most of the validated school climate scales were only used in one study, showing a fragmented field of study that offers low comparability of results.…”

Section: Measurement Of School Climatementioning

confidence: 99%

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Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

2021

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School climate is a multidimensional construct that has been related to a series of psychological, social, and school variables. The dual school climate and school identification measure-student (SCASIM-St) is a measure that has a multidimensional factor structure, with four first-order factors and a second-order factor, plus an independent factor that evaluates school identification. However, the SCASIM-St is long, with 38 items measuring school climate. The first objective of this study was to examine the psychometric properties of reliability and validity of the abbreviated version of the dual school climate and school identification measure-student (SCASIM-St-15), for use in contexts with time limitations or for explanatory studies that need to apply multiple instruments simultaneously. The second objective was to analyze the degree of invariance for the groups: sex, type of education, and age. The sample was made up of 2,044 students of both sexes (49.1% women and 50.9% men), with a mean age of 14.64 (SD = 0.718), representing 27 secondary schools in Chile. The results indicated that the SCASIM-St15 presents adequate indicators of reliability and construct validity. Evidence of external criterion validity confirmed significant associations with the Attitudes to Institutional Authority in Adolescence Scale measure. The results of the factorial invariance analysis indicate that the SCASIM-St15 remains stable up to the level of metric invariance for the variable sex and the level of scalar invariance for the variables type of education and age. The study concluded that despite the significant decrease in the number of items, the SCASIM-St15 measures school climate in a reliable and valid way, without losing its theoretical and conceptual robustness.

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Section: Measurement Of School Climatementioning

confidence: 99%

Section: Measurement Of School Climatementioning

confidence: 99%

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

2021

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“…Perceived broad group emotional climate represents group emotions as perceived by individuals ( Marraccini et al, 2020 ), which may in turn influence an individual’s attitudes and societal functions ( De Rivera and Páez, 2007 ). For example, a positive perception of broad group emotional climate, as opposed to a negative perception, has an orientation toward the future and is associated with greater wellbeing.…”

Section: Discussionmentioning

confidence: 99%

“…Perceived broad group emotional climate is considered to be a latent construct that cannot be directly observed and is therefore difficult to measure objectively ( Marraccini et al, 2020 ). Studies have discussed how to measure the emotional climate of organizations ( Ruiz, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

The Perceived Broad Group Emotional Climate Scale: Development and Validation With Chinese Community Residents and University Students

et al. 2021

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Perceived broad group emotional climate (PBGEC) is a perceived meso-environment emotion, which refers to individuals’ perceptions and experiences of the emotion climate when interacting with group members in daily life, and is not derived from individuals’ own emotions. The purpose of this study was to develop and validate a PBGEC scale (PBGECS) for Chinese community residents and university students. A total of 1,408 residents from Chongqing completed the survey of PBGECS, the present social attitude scale, the future social expectations scale, and the social wellbeing scale, which constituted Sample 1; A total of 607 college students from Nanchang completed the survey of PBGECS and the Positive and Negative Affect Scale, which constituted Sample 2. Exploratory factor analysis revealed a two-factor structure, including positive PBGEC (PBGEC-P) and negative PBGEC (PBGEC-N). Internal consistency was strong for each factor and the full-scale (α ≥ 0.83). Confirmatory factor analysis showed that the correlated two-factor model of PBGEC and the four-factor model (including PBGEC-P, PBGEC-N, individual positive affect, and individual negative affect) demonstrated the best fit to the data, which supported the structural validity of the PBGECS. The interpretive validity, cultural validity, and population validity of the scale were also proved by examining the relationship between PBGEC and socioeconomic status, social attitude, and social wellbeing, respectively. The results show that the PBGECS demonstrated satisfactory reliability and validity, which can be used to assesses the perceived emotion climate of an individual’s surrounding environment.

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“…Such switch to online education implies that teachers are expected to take on new instructional roles and responsibilities in online education, one of which is constructing a positive online classroom climate. Although the construct of classroom climate has been studied extensively in traditional face-to-face educational settings, it would be hardly justified to argue the same for online contexts (Kaufmann et al, 2016) despite its tremendous influence on learners' level of achievement and on their satisfaction with the experience (Barksdale et al, 2021;Barr, 2016;Djigić & Stojiljković, 2011;Dwyer et al, 2004;Gezer & Şahin, 2017;Ghaith, 2003;Johnson, 2006;López et al, 2018;Marraccini et al, 2020;Shewark et al, 2018;van der Sijde & Tomic, 1992). In line with this, the following section of the study deals with the construct of classroom climate in online education.…”

Section: Introductionmentioning

confidence: 99%

An investigation into pre-service teachers’ online learning climate perceptions

Önal

Özdemi̇r

2021

Journal of Educational Technology and Online Learning

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Starting from the first half of 2020, educational institutions at all levels have had to switch to online education as an emergency solution for the global outbreak of Covid-19 pandemic. However, it would hardly be justified to argue that teachers and students were well-prepared for such a swift change. Accordingly, this transformation has resulted in many difficulties for teachers and students along with educational institutions. One of the primary challenges teachers have experienced throughout the process is creating a positive online classroom climate. Thus, the main purpose of the present study is to reveal the online learning climate perceptions of pre-service teachers by adapting and using the Online Learning Climate Scale (OLCS) in Turkish context. In a similar vein, such variables as gender, department or grade level, which may have an influence on the perceptions of pre-service teachers, are also aimed to be disclosed within the study. The research has been conducted with a study group of 348 preservice teachers. It has been observed that the pre-service teachers' perceptions on online learning climate are at less than moderate level; therefore, far from satisfactory. Additionally, it has been noted that variables such as the department, grade level and level of digital literacy have an influence on the OLCS perceptions of the pre-service teachers. Finally, the overall results of the study suggest that the skill of creating a positive online learning climate needs to be improved for pre-service teachers via integrating courses into the curriculum of teacher training institutions and organizing subject-specific trainings.

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Measuring Student Perceptions of School Climate: A Systematic Review and Ecological Content Analysis

Cited by 23 publications

References 78 publications

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

Psychometric Examination of the Abbreviated Version of the Dual School Climate and School Identification Measure-Student (SCASIM-St15) in a Sample of Chilean Adolescents

The Perceived Broad Group Emotional Climate Scale: Development and Validation With Chinese Community Residents and University Students

An investigation into pre-service teachers’ online learning climate perceptions

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