School climate multidimensionality and measurement: a systematic literature review

Grazia, Valentina; Molinari, Luisa

doi:10.1080/02671522.2019.1697735

Cited by 83 publications

(70 citation statements)

References 131 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…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%

“…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. They also note that among the most widely used instruments are My Class Inventory ( Cance et al, 2015 ; Batanova and Loukas, 2016 ; Mucherah et al, 2018 ) and the School Climate-Revised ( Suldo et al, 2013 ; Hendron and Kearney, 2016 ; Holfeld and Leadbeater, 2017 ).…”

Section: Measurement Of School Climatementioning

confidence: 99%

“…Although these instruments are linked to psychometric studies that support their relevance and use, their theoretical structures are not very adequate in terms of coverage and content of dimensions. According to what has been discussed in most robust review studies, school climate constructs must present multidimensional structures ( Thapa et al, 2013 ; Wang and Degol, 2016 ; Rudasill et al, 2018 ; Lewno-Dumdie et al, 2019 ; Grazia and Molinari, 2020 ).…”

Section: Measurement Of School Climatementioning

confidence: 99%

See 2 more Smart Citations

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

View full text Add to dashboard Cite

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.

show abstract

Section: Measurement Of School Climatementioning

confidence: 99%

Section: Measurement Of School Climatementioning

confidence: 99%

Section: Measurement Of School Climatementioning

confidence: 99%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

show abstract

“…School safety is often included in studies as one of the aspects of school climate. However, in previous literature, the operationalization of school climate is diverse [ 11 ] and many studies do not include school safety as a dimension of school climate [ 12 , 13 , 14 , 15 ]. Furthermore, school safety has been conceptualized as an independent outcome of a positive school climate in research [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

Feeling Unsafe at School and Associated Mental Health Difficulties among Children and Adolescents: A Systematic Review

et al. 2021

View full text Add to dashboard Cite

This study systematically reviewed the literature on perceived school safety. We investigated the prevalence, factors and associated mental health difficulties, as well as cross-cultural findings. Five databases were searched up to 9 February 2021 for peer-reviewed papers published in English. We included quantitative studies that explored the perception of school safety among children and adolescents. The reference lists of the selected papers were also searched. We conducted a narrative synthesis of the included studies. The review included 43 papers. The mean prevalence of the students who felt unsafe at school was 19.4% and ranged from 6.1% to 69.1%. Their perceived safety was associated with a wide range of personal, school, and social factors. Not feeling safe at school was related to being victimized and mental health difficulties, including depressive symptoms and suicidal behavior. Higher perceived school safety was associated with measures such as the presence of a security officer and fair school rule enforcement. The results showed the lack of cross-cultural studies on perceived school safety. Empirical studies are needed that examine the mechanisms of school safety, using valid measures. A clear definition of school safety should be considered a key aspect of future studies.

show abstract

“…Results from the present study also help confirm the substance of domains commonly ascribed to school climate. Dimensions of school climate are generally considered to be malleable in nature, with little agreement on specific labels among researchers except for wide-ranging relational and safety components (Grazia and Molinari, 2020). Several of the SCAMI school climate subscales can be broadly grouped into relational (parent involvement and support, respect for diversity, perceptions of school performance) and safety (physical safety, bullying) domains.…”

Section: Discussionmentioning

confidence: 99%

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups

2020

View full text Add to dashboard Cite

School climate is a multidimensional construct of the quality of a student's academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (M age = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary.

show abstract

School climate multidimensionality and measurement: a systematic literature review

Cited by 83 publications

References 131 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

Feeling Unsafe at School and Associated Mental Health Difficulties among Children and Adolescents: A Systematic Review

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups

Contact Info

Product

Resources

About