Development of a dual school climate and school identification measure–student (SCASIM-St) |
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| Institution: | 1. School of Psychological and Clinical Sciences, Charles Darwin University, Australia;2. Research School of Psychology, Australian National University, Australia;3. School of Psychology, University of Newcastle, Australia;4. Education and Training Directorate, Australian Capital Territory, Australia;1. Department of Psychology, Education, and Child Studies, Erasmus School of Behavioral and Social Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, 3062 PA Rotterdam, The Netherlands;2. Department of Education, Windesheim University of Applied Sciences Zwolle, Campus 2-6, 8000 GB Zwolle, The Netherlands;3. Department of Pedagogical and Educational Sciences, Section Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands;1. University of Minnesota, Minneapolis, USA;2. University of Oslo, Oslo, Norway;3. University of Memphis, Memphis, USA;1. Washington State University, United States;2. Kent State University, United States;1. Center for Advanced Study of Teaching and Learning, University of Virginia, United States;2. Psychology Department, Quantitative Methods Area, York University, Canada |
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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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| Keywords: | School climate School identification Social identity Scale development Multilevel model Reliability and validity |
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