Psychometric Analysis of a School Social Climate Scale: Input Elements for the Investigation and Promotion of Well-Being

Bravo-Sanzana, Mónica; Miranda-Zapata, Edgardo; Miranda, Horacio

doi:10.3389/fpsyg.2020.605326

Cited by 6 publications

(6 citation statements)

References 49 publications

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“…On average, characteristics of school wellbeing are most pronounced within the system of relations (with teachers and peers), attitudes towards academic work. These findings are consistent with research findings [ 54 , 55 ] that identify social factors of adolescents’ school wellbeing and the importance of emotional self-regulation factors [ 44 ]. Intrinsic motivation for academic work, lack of fear of external evaluation and negative consequences also play a significant role in school adaptation [ 56 ].…”

Section: Discussionsupporting

confidence: 92%

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The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

Shamionov

Grigoryeva

Sozonnik

et al. 2021

EJIHPE

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Difficulties that junior adolescents (aged 11–13 years old) experience in terms of academic adaptation, which are indicated through school anxiety and academic wellbeing characteristics, often lead to a dramatic decrease in academic performance, behavioral problems, and deterioration of their health. The purpose of this investigation is to determine the structure of characteristics of school wellbeing/ill-being of junior adolescents and their role in variations of school anxiety, which largely define academic adaptation. In this study, based on positive psychology and a systematic approach, the level of distinctiveness of characteristics of school wellbeing is carried out with the help of comparative analysis; the factor structure of these characteristics is identified; the characteristics of wellbeing and their coordinated combinations (factors) are determined as predictors of school anxiety. The sample consisted of 120 students of the 5th–7th grades, aged M = 11.5; SD = 1.04 (49.2% girls, 50.8% boys) who attended Saratov secondary schools. To study the level of school anxiety, we used the Philips’ School Anxiety Scale (SAS), and indicators of school wellbeing were measured with the original scales developed by the authors of the study. Statistical processing of the results was carried out with regression analysis and factor analysis. The results showed that the school wellbeing of junior adolescents forms a complex structure that includes cognitive, personal, emotional, social, and psychophysiological characteristics of school life. It was found that from 16% up to 53% of the deviation of variables characterizing school anxiety is conditioned by the assessment of variables characterizing emotional states, the ability of self-regulation, cognitive capabilities, and interest in learning. The study determined a high level of tension in adolescents in the field of emotions’ self-regulation, unpleasant physical sensations at school, before and after attending school, in the course of planning their school day and reflecting on educational activities. The most powerful factors of school anxiety in junior adolescents are physical distress, low ability to self-regulate and social adaptation, lack of independence in a learning activity, and personal immaturity.

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Section: Discussionsupporting

confidence: 92%

“…This is consistent with the data of researchers who note the high importance of social factors in the wellbeing of schoolchildren (parents’ expectations, ways of motivating teenagers, etc.) [ 54 , 62 ] and evidence that classroom climate is loosely associated with social-emotional stress [ 63 ].…”

Section: Discussionmentioning

confidence: 99%

The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

Shamionov

Grigoryeva

Sozonnik

et al. 2021

EJIHPE

View full text Add to dashboard Cite

show abstract

“…In this order of ideas, from Bronfenbrenner’s ecological approach ( Bronfenbrenner, 1987 ), the existence of different spheres that make up school climate similar to those previously mentioned is proposed, but in addition it involves a subcomponent of identification with the school; this dual operationalization is adopted by the SCASIM questionnaire in its version for students that has psychometric analyses for the long version ( Gálvez-Nieto et al, 2020 ) and for the brief one ( Gálvez-Nieto et al, 2021b ). Identification with the school is also included as a subcomponent of school climate in the analysis performed from indicators on the SIMCE by Bravo-Sanzana et al (2020) under the concept of SSC, which incorporates several components of the scales that report clearly measuring school climate as one of the measures of coexistence. Other studies that point to the integration of conceptual aspects related to coexistence and SSC are the School Climate Scale by López and Valdés Morales (2018) that deconstructs school climate into regulations, social support and participation, and the coexistence management measure by Larios Gómez (2021) that explores school climate and classroom climate for teachers and students.…”

Section: Resultsmentioning

confidence: 99%

Measuring school social climate in Latin America: the need for multidimensional and multi-informant tests – A systematic review

et al. 2023

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IntroductionSchool social climate is central to understanding learning experiences in education environments. Previous studies describe various conceptual and operational definitions around the construct; however, there are no records of reviews focused on Latin America.AimThis study sought to analyze the available evidence and the quality of school social climate measures in Latin America through a systematic review of the literature based on the PRISMA methodology and the COSMIN checklist to assess the psychometric properties of the instruments.MethodologyThe Web of Science, Scopus, Psycinfo, and SciELO databases were consulted. A total of 582 records was identified, of which 27 fulfilled the inclusion criteria and methodological quality to be included in the systematization.ResultsThe results show that the country with the greatest scientific production on the topic is Chile, the measures are centered mainly on the students’ perspective and the most used instrument is the CECSCE. In addition, a common aspect to all the records is that they were not sufficient to capture the complexity of school social climate.ConclusionMultidimensional and multi-informant measures are needed to adequately assess the construct.

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“…In the same manner, in school climate analysis, several pieces of research affirmed that it was mediated by other variables like academic performance and satisfaction in the academic sphere [ 48 , 49 ]. In this line, this investigation was in accordance with those studies, since it included in its results the influence of academic expectations in positive school climate development.…”

Section: Discussionmentioning

confidence: 99%

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

Manzano-Sánchez

Mármol

Marín

et al. 2021

IJERPH

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The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p < 0.001). Moreover, women and elementary school children had greater future academic expectations (p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

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Psychometric Analysis of a School Social Climate Scale: Input Elements for the Investigation and Promotion of Well-Being

Cited by 6 publications

References 49 publications

The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

The Role of Junior Adolescents’ School Well-Being/Ill-Being Characteristics in School Anxiety Variations

Measuring school social climate in Latin America: the need for multidimensional and multi-informant tests – A systematic review

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

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