Construction and validation of a classroom climate scale: a mixed methods approach

López, Verónica; Vallejos, Javier; Ascorra, Paula; Villalobos‐Parada, Boris; Bilbao, Marían; Valdés, René

doi:10.1007/s10984-018-9258-0

Cited by 27 publications

(24 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, the design of online courses need to be executed with a specific reference to the needs, interests, resources, affordances, preferences and perceptions of the learners (Başar et al, 2019). Furthermore, the important role of classroom climate in fostering the overall quality of education and promoting learners' academic, emotional, social and psychological well-being has been recognized by an increasing number of countries (Barksdale et al, 2021;López et al, 2018;Van Petegem et al, 2008) and enhancement of classroom climate has become a main goal of educational institutions in the process of reform efforts (Shewark et al, 2018;Wang et al, 2020). With the aim of achieving a positive classroom climate, teachers need to create a safe and supportive atmosphere, revise their attitudes towards learners' mistakes and errors, make use of motivational instructional strategies, balance formative and summative assessment practices, build good rapport with the students and encourage them to develop good relationships with their peers (Lee & Mak, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Classroom climate has generally been regarded as a determining factor of learners' academic success, motivation and satisfaction (Anderson et al, 2004;Barr, 2016;Barksdale et al, 2021;Djigić & Stojiljković, 2011;Dwyer et al, 2004;Johnson, 2006;Johnson, 2009;López et al, 2018); accordingly, the elements of a positive classroom climate can be summarized as follows (Barr, 2016;Barksdale et al, 2021;Djigić & Stojiljković, 2011;Ghaith, 2003;Lee & Mak, 2018;van der Sijde & Tomic, 1992;Van Petegem et al, 2008):…”

Section: 1classroom Climatementioning

confidence: 99%

“…Such switch to online education implies that teachers are expected to take on new instructional roles and responsibilities in online education, one of which is constructing a positive online classroom climate. Although the construct of classroom climate has been studied extensively in traditional face-to-face educational settings, it would be hardly justified to argue the same for online contexts (Kaufmann et al, 2016) despite its tremendous influence on learners' level of achievement and on their satisfaction with the experience (Barksdale et al, 2021;Barr, 2016;Djigić & Stojiljković, 2011;Dwyer et al, 2004;Gezer & Şahin, 2017;Ghaith, 2003;Johnson, 2006;López et al, 2018;Marraccini et al, 2020;Shewark et al, 2018;van der Sijde & Tomic, 1992). In line with this, the following section of the study deals with the construct of classroom climate in online education.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An investigation into pre-service teachers’ online learning climate perceptions

Önal

Özdemi̇r

2021

Journal of Educational Technology and Online Learning

View full text Add to dashboard Cite

Starting from the first half of 2020, educational institutions at all levels have had to switch to online education as an emergency solution for the global outbreak of Covid-19 pandemic. However, it would hardly be justified to argue that teachers and students were well-prepared for such a swift change. Accordingly, this transformation has resulted in many difficulties for teachers and students along with educational institutions. One of the primary challenges teachers have experienced throughout the process is creating a positive online classroom climate. Thus, the main purpose of the present study is to reveal the online learning climate perceptions of pre-service teachers by adapting and using the Online Learning Climate Scale (OLCS) in Turkish context. In a similar vein, such variables as gender, department or grade level, which may have an influence on the perceptions of pre-service teachers, are also aimed to be disclosed within the study. The research has been conducted with a study group of 348 preservice teachers. It has been observed that the pre-service teachers' perceptions on online learning climate are at less than moderate level; therefore, far from satisfactory. Additionally, it has been noted that variables such as the department, grade level and level of digital literacy have an influence on the OLCS perceptions of the pre-service teachers. Finally, the overall results of the study suggest that the skill of creating a positive online learning climate needs to be improved for pre-service teachers via integrating courses into the curriculum of teacher training institutions and organizing subject-specific trainings.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: 1classroom Climatementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An investigation into pre-service teachers’ online learning climate perceptions

Önal

Özdemi̇r

2021

Journal of Educational Technology and Online Learning

View full text Add to dashboard Cite

show abstract

“…School climate is considered an important indicator of educational quality [ 1 ] and several authors [ 2 , 3 , 4 ] argue that a positive climate is associated with satisfactory results at both a cognitive—e.g., motivation, academic satisfaction, academic success—and affective-emotional level—e.g., general psychological wellbeing, satisfaction with life and self-esteem. Although this evidence has been recognised for more than a century, over the last twenty years, the scientific-educational community has evinced a growing interest in exploring this construct in greater detail.…”

Section: Introductionmentioning

confidence: 99%

Internal Structure, Reliability and Invariance across Gender Using the Multidimensional School Climate Scale PACE-33

Mateos

Palacios

Fernández-Zabala

et al. 2020

IJERPH

View full text Add to dashboard Cite

The school climate is one of the keys to the efficiency, quality and improvement of the school. For this reason, numerous studies have highlighted the importance of evaluating this construct. However, there is still no measure in Spanish that evaluates the most relevant aspects of school climate in a valid and reliable way. This paper has two main objectives that try to overcome this limitation: (1) to analyse the internal structure and internal consistency reliability of the Students’ Perception of School Climate scale (escala Percepción del Alumnado sobre el Clima Escolar—PACE-33); and (2) examine its measurement and structural invariance across men and women. This study involved 1180 adolescents (mean age, Mage = 15.37 years; standard deviation, SD = 1.90) selected by means of incidental sampling. The results obtained show that, among the models tested, the one corresponding to nine correlated factors shows the best adjustment to the data; furthermore, they note that it presents adequate internal consistency indices. The results also prove that this model is equivalent in men and women. These data support that the PACE-33 is a valid and reliable measure to assess the adolescents’ perception of the main aspects of the school climate.

show abstract

“…The importance of the learning environment influences student achievement and attitudes, (Ghosh, 2015;Koul, Fraser, Maynard, & Tade, 2018;Marchesi & Cook, 2012) reported that in the schools of Appalachian states in West Virginia, nearly 51000 students dropped out of high school due to less than 85 -90% attendance, serious discipline violations, and stress in learning. Learning environment in classrooms embodies relationships between teachers, students, and student attitudes (López et al, 2018). Subjective perceptions of teachers or students are felt with various important results regarding achievements (Jones et al, 2017), emotional and social aspects (Taylor, Oberle, Durlak, & Weissberg, 2017).The progress of practice in schools can be designed through emotional ability (Jones et al, 2017;Taylor et al, 2017;Yaeger, 2017), this becomes the basis for developing the Indonesian version of emotional learning instruments (ELVI).…”

Section: Introductionmentioning

confidence: 99%

A the Functionality of the Middle Value of the Indonesian Version of Emotional Learning Instrument

Sulaeman

Rahayu

Kamaruddin

et al. 2020

jisae

View full text Add to dashboard Cite

This article discusses the psychometric validity of the Indonesian version of emotional learning instruments with a scale of five and four response categories. The purpose of this study is to produce an Indonesian version of emotional learning instrument with an effective response category scale used by Indonesians. The instrument is a modification of the scale of the Learning Environment Research Questionnaire on Emotional Climate Classroom. This study is a survey of 1494 responses of 7th and 8th grade junior high school students. Samples were selected by random sampling and based on considerations of schools implementing the 2013 Curriculum. Modification instruments consisting of 43 items were tested in obtaining validity based on item difficulty estimations and psychometric criteria with Rasch modeling. The results of this study indicate that the Andrich threshold validity testing meets the monotonic characteristics and the Standardized Residual Correlation is higher, so the scale of the five response categories is more effective to measure the Indonesian version of emotional learning instruments than the scale of the four response categories. Keywords: Functionality of middle value, ELVI, Rasch Modeling

show abstract

Construction and validation of a classroom climate scale: a mixed methods approach

Cited by 27 publications

References 29 publications

An investigation into pre-service teachers’ online learning climate perceptions

An investigation into pre-service teachers’ online learning climate perceptions

Internal Structure, Reliability and Invariance across Gender Using the Multidimensional School Climate Scale PACE-33

A the Functionality of the Middle Value of the Indonesian Version of Emotional Learning Instrument

Contact Info

Product

Resources

About