Psychometric Properties of the Abbreviated Version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) among Adolescents in China

Abstract

School climate and school identification are two distinct yet closely interrelated components of school environment; both are associated with adolescents’ multiple health behavioral changes. The 15-item Abbreviated version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) and its 5-factor model simultaneously and separately assess these two constructs. This study validated the Chinese version of SCASIM-St15 among 1108 students from junior middle schools, senior middle schools, and vocational high schools in Taizhou city, Zhejiang, China, via an anonymous, self-administered cross-sectional survey. Confirmatory factor analysis supports the 5-factor model of the original SCASIM-St15 with a satisfactory model fit. Its four factors (i.e., student–student relations, staff–student relations, academic emphasis, and shared values and approach) assess school climate; its fifth factor assesses school identification. The subscales of the SCASIM-St15 demonstrate good psychometric properties, including measurement invariance (across sex and school type), good internal consistency, an absence of floor effect, and good external validity with four external variables (depression, peer victimization, classmate support, and teacher–student relationship). However, some substantial ceiling effects were observed. The five subscales differ significantly across the school types but not between males and females. The validated SCASIM-St15 can be applied to simultaneously understand school climate/school identification among Chinese adolescents, which may greatly facilitate future related observational and intervention research.

School climate and school identification as determinants of smoking conventional cigarettes or vaping among adolescents in China: Stress-coping mediation mechanisms

“…A cross-sectional survey was conducted among students from five junior middle schools (generally representing ages 12–15 years), three senior middle schools (generally representing ages 15–18 years), and one vocational secondary school (generally representing ages 15–18 years), from 20 February to 4 March 2022, in Taizhou, China 22 . With the assistance of the local education sector, the above participating schools were conveniently selected; the principals consented to the schools’ participation.…”

“…This was assessed using the 15-item Abbreviated Version of the Dual School Climate and School Identification Measure – Student (SCASIM-St15), validated in Chinese adolescents with satisfactory psychometric properties 22 . This scale comprises four first-order factors of school climate (i.e.…”

“…This scale comprises four first-order factors of school climate (i.e. student-student relations, staff-student relations, academic emphasis, and shared values and approach) and an additional fifth factor assessed school identification 22 . Sample items were: ‘Students are fair to each other’ for student-student relations, ‘Staff are fair in their dealing with students’ for staff-student relations, ‘Teachers want every student to do their best’ for academic emphasis, ‘There is school spirit and pride’ for shared values and approach, and ‘I feel a strong connection with this school’ for school identification (1=strongly disagree to 5=strongly agree).…”

Psychometric Evaluation of the School Climate and School Identification Measure—Student on Chilean Students: A Bifactor Model Approach

“…The short version of the scale has been studied twice. It was first applied to a sample of Chilean adolescents [45] and, in a more recent study, to Chinese adolescents [48]. Both the long version and the abbreviated version of the SCASIM-St have shown a stable factorial structure, presenting psychometric indicators that support the original theoretical structure.…”

Explanatory Factors of School Climate and School Identification: An Analysis of Multilevel Latent Profiles

“…Therefore, the above-mentioned factors would allow a deeper understanding of the student and their relationship with the school [6,[56][57][58]. It is important to mention that the evaluation of school climate and school identification is an emerging approach that has progressively achieved greater development [59][60][61].…”