Multilevel Factor Structure and Concurrent Validity of the Teacher Version of the Authoritative School Climate Survey

Huang, Francis L.; Cornell, Dewey G.; Konold, Timothy R.; Meyer, Joseph P.; Lacey, Anna; Nekvasil, Erin K.; Heilbrun, Anna; Shukla, Kathan

doi:10.1111/josh.12340

Cited by 36 publications

(39 citation statements)

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“…Finally, we concluded with estimates of internal consistency reliability by use of omega composite reliability, assess levels of measurement error at different levels in the analysis. Several researchers have posited the necessity of examining whether test's qualities are stable across different levels of analyses [16,22,23], since ignoring nesting may lead to inconsistencies and inaccuracies of the obtained estimates (e.g., due to violation of the independence of observations assumption) as well as theoretical misjudgments (e.g., concluding on a global simple structure when different ones are present at each level in the analyses). First, we run a CFA on the nine (9) subscales of the PrfEng scale, in order to establish a strong measurement model for the test under consideration.…”

Section: Discussionmentioning

confidence: 99%

“…First, the developer tests whether a pre-defined set of relationships among latent variables and specific items is stable across levels [22]. Second, the developer investigates internal characteristics of the measure, and may identify factors that affect the content of the items making them to operate differently at the different levels of the analysis (e.g., scale items are homogeneous only at the between level while there is large heterogeneity at the within level).Third, the developer may identify exogeneous factors (e.g., gender, race, etc.)…”

Section: Introductionmentioning

confidence: 99%

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Examining Differences in Within- and Between-Person Simple Structures of an Engineering Qualification Test Using Multilevel MIMIC Structural Equation Modeling

Tsaousis

Sideridis

Al-Harbi

2018

Front. Appl. Math. Stat.

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The current study sought to meet three aims: (a) to understand the optimal factor structure of the Professional Engineering (ProfEng) test, a measure aiming to assess competency in engineering, within a multilevel (nested) perspective; (b) to examine the psychometric measurement invariance of the ProfEng test across levels due to nesting and across gender at the person level, and, (c) to examine the internal consistency of the engineering competency measure at both levels in the analysis. Data involved 1,696 individuals across 21 universities who took a national licensure test as part of the professional accreditation process to obtain a work permit and practice the engineering profession in the Kingdom of Saudi Arabia. Data were analyzed by use of Multilevel Structural Equation Modeling (MLSEM). Results indicated that a 2-factor model at both levels of analysis provided the best fit to the data. We also examined violation of measurement invariance across clusters (cluster bias). Results showed that all factor loadings were invariant across levels, suggesting the presence of strong measurement invariance. Last, invariance across gender was tested by use of the MIMIC multilevel model. Results pointed to the existence of significant differences between genders on levels of personal and professional skills with females having higher levels on personal skills and males on professional. Estimates of internal consistency reliability also varied markedly due to nesting. It is concluded that ignoring a multilevel structure is associated with errors and inaccuracies in the measurement of person abilities as both measurement wise and precision wise the multilevel model provides increased accuracy at each level in the analysis.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Examining Differences in Within- and Between-Person Simple Structures of an Engineering Qualification Test Using Multilevel MIMIC Structural Equation Modeling

Tsaousis

Sideridis

Al-Harbi

2018

Front. Appl. Math. Stat.

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“…Preliminary factor analyses indicated a similar pattern of fit for the five-item PTB scale using teacher data (Huang, Cornell, Konold, Meyer, Lacey, Nekvasil, Heilbrun, & Shukla, 2014).…”

Section: Methodsmentioning

confidence: 82%

The Relation Between the Prevalence of Teasing and Bullying and Schoolwide Academic Achievement.

Lacey

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This dissertation is comprised of three manuscripts demonstrating that greater prevalence of teasing and bullying (PTB) in a school is consistently related to lower school passing rates on the Virginia's mandatory achievement tests, the Standards of Learning (SOL) exams.The first manuscript investigated the relations between PTB, as reported by students and teachers, and the percentage of students who passed SOL exams. Measures of PTB were obtained from a statewide survey of 7,304 ninth grade students and 2,918 teachers aggregated into school level scores for 284 Virginia high schools. Hierarchical regression analyses conducted at the school level found that PTB scores predicted schoolwide achievement on the SOL exams. These findings could not be attributed to the proportion of minority students in the school, student poverty, school size, or personal victimization, which were statistically controlled.The second manuscript examined the relations between PTB as reported by high school administrators and school performance on SOL exams. In addition, this study aimed to show that the use of evidence-based bullying prevention efforts is positively associated with test performance. School administrators from 301 high schools in Virginia were surveyed on PTB as well as the types of bullying prevention efforts currently used in their schools. School administrator assessments of PTB were negatively associated with schoolwide achievement and evidence-based efforts to prevent bullying were positively associated with schoolwide achievement.The third manuscript examined the relations between PTB and schoolwide achievement on SOL exams as well. However, this research adds to the literature by BULLYING AND ACHIEVEMENT extending the findings to middle schools and by investigating the mechanism behind this relation. Specifically, this research examined how student engagement in school mediates the relations between PTB and academic achievement. Measures of PTB and student engagement were obtained from a statewide survey of 29,203 seventh and eighth grade students and 6,298 teachers from 271 Virginia middle schools. Hierarchical regression analyses conducted at the school level found that the PTB as perceived by students as well as teachers was predictive of schoolwide achievement on the SOL exams.Engagement was found to be a partial mediator in the association between PTB and test passing rates. These findings were not accounted for by the proportion of minority students in the school, student poverty, school size, or personal victimization, which were statistically controlled. These results support notion that PTB is related to student performance, in part, because PTB decreases student engagement in the academic process which, in turn, decreases student achievement on high stakes testing.In total, these three studies have demonstrated the association between PTB and academic achievement in both middle and high schools. Further, this relation has been shown using student, staff, and administrator reports of PTB. Althou...

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“…School climate has been defined broadly and inclusively, with a number of constructs and no unifying conceptual model that encompasses all of them. This study addressed two particular dimensions of school climate that previous studies (Huang et al, 2015;Konold et al, 2014;) have found to be especially important.…”

Section: Limitations and Direction For Further Studymentioning

confidence: 99%

“…Authoritative schools, which are characterized as both demanding and responsive, have more positive academic outcomes (Lee & Cornell, 2012; and greater levels of academic engagement (Pellerin, 2005), meaning that students are less likely to be absent or unprepared for class compared with schools with a more permissive or indifferent climate. Further, authoritative schools have a lower school-wide prevalence of teasing and bullying Cornell, Shukla, & Konold, 2015;Konold et al, 2014), and students engage in less physical and verbal aggression with peers and teachers (Berg & Cornell, under review;Gregory, Cornell, & Fan, 2012) There has been relatively little research about the link between authoritative school climate and suspension rates. measured this relationship by using student and teacher school climate survey data to assess authoritative school climate and school records of school suspension rates.…”

Section: Authoritative School Climatementioning

confidence: 99%

Racial Disproportionality in Exclusionary Discipline: School Factors and Disciplinary Practices

Heilbrun

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Multilevel Factor Structure and Concurrent Validity of the Teacher Version of the Authoritative School Climate Survey

Abstract: The teacher version of the ASCS can be used to assess 2 key domains of school climate and associated measures of student engagement and aggression toward peers and teachers.

Cited by 36 publications

References 32 publications

Examining Differences in Within- and Between-Person Simple Structures of an Engineering Qualification Test Using Multilevel MIMIC Structural Equation Modeling

Examining Differences in Within- and Between-Person Simple Structures of an Engineering Qualification Test Using Multilevel MIMIC Structural Equation Modeling

The Relation Between the Prevalence of Teasing and Bullying and Schoolwide Academic Achievement.

Racial Disproportionality in Exclusionary Discipline: School Factors and Disciplinary Practices

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