Development of a dual school climate and school identification measure–student (SCASIM-St)

Eunro Lee, Katherine J. Reynolds, Emina Subasic, Dave Bromhead, Hanzhang Lin, Vladmir Marinov, Michael Smithson

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advancing a more integrated approach, a new measurement tool is developed– the School Climate and School Identification Measure–Student (SCASIM-St). This scale builds on the Moos (1973) framework which assesses relationships, personal growth, and system management in schools. The social identity approach to group processes (Tajfel & Turner, 1979; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is used to extend work on school connectedness and belonging through the inclusion of a measure of social identification. A range of methods across three studies are designed to assess the reliability and validity of SCASIM-St (N = 7209, Australian grades 7–10 students). These include confirmatory factor analysis, test-retest analysis, and convergent validity (Study 1 and 2). Additionally measurement invariance tests for student sub-groups regarding gender, grade level, and non-English language, were employed in Study 3. It also included criterion validity analysis using multilevel models for the key outcome measures of students’ academic achievement, well-being, and aggressive behaviors. All of these analyses indicate that SCASIM-St is an effective measure. Theoretical and practical implications as well as future directions are outlined.

    Original languageEnglish
    Pages (from-to)91-106
    Number of pages16
    JournalContemporary Educational Psychology
    Volume49
    DOIs
    Publication statusPublished - Apr 2017

    Fingerprint

    school climate
    Climate
    school
    school grade
    Social Identification
    Students
    student
    aggressive behavior
    academic achievement
    Identification (Psychology)
    factor analysis
    Multilevel Analysis
    Group
    well-being
    inclusion
    Group Processes
    Reproducibility of Results
    gender
    Statistical Factor Analysis
    language

    Cite this

    Lee, Eunro ; Reynolds, Katherine J. ; Subasic, Emina ; Bromhead, Dave ; Lin, Hanzhang ; Marinov, Vladmir ; Smithson, Michael. / Development of a dual school climate and school identification measure–student (SCASIM-St). In: Contemporary Educational Psychology. 2017 ; Vol. 49. pp. 91-106.
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    abstract = "Extensive but separate bodies of research in education concern the constructs of school climate and school connectedness/belonging. In the interests of advancing a more integrated approach, a new measurement tool is developed– the School Climate and School Identification Measure–Student (SCASIM-St). This scale builds on the Moos (1973) framework which assesses relationships, personal growth, and system management in schools. The social identity approach to group processes (Tajfel & Turner, 1979; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is used to extend work on school connectedness and belonging through the inclusion of a measure of social identification. A range of methods across three studies are designed to assess the reliability and validity of SCASIM-St (N = 7209, Australian grades 7–10 students). These include confirmatory factor analysis, test-retest analysis, and convergent validity (Study 1 and 2). Additionally measurement invariance tests for student sub-groups regarding gender, grade level, and non-English language, were employed in Study 3. It also included criterion validity analysis using multilevel models for the key outcome measures of students’ academic achievement, well-being, and aggressive behaviors. All of these analyses indicate that SCASIM-St is an effective measure. Theoretical and practical implications as well as future directions are outlined.",
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    Development of a dual school climate and school identification measure–student (SCASIM-St). / Lee, Eunro; Reynolds, Katherine J.; Subasic, Emina; Bromhead, Dave; Lin, Hanzhang; Marinov, Vladmir; Smithson, Michael.

    In: Contemporary Educational Psychology, Vol. 49, 04.2017, p. 91-106.

    Research output: Contribution to journalArticleResearchpeer-review

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