Multilevel Confirmatory Factor Analysis of the Teacher My Class Inventory–Short Form

Measuring Classroom Climate: A Validation Study of the My Child’s Classroom Inventory–Short Form for Parents

“…Based on the guidelines for judging the suitability of coefficient as (Ponterotto & Ruckdeschel, 2007), we found the four derived factors of MCCI-SF to be at least adequately reliable for the FL and MN parent samples, with as ranging in the low .70 s for Competitiveness and Difficulty factors, approximately .90 for Satisfaction, and in the mid-.80s for Peer Relations. The magnitude of these reliability coefficients generally matches those found in a previous study using the TMCI-SF (Satisfaction, a ¼ .82; Peer Relations, a ¼.87; Difficulty, a ¼ .72; Competitiveness, a ¼ .48; Villares et al, 2016) and reflects commonly reported as in other psychometric studies of classroom climate questionnaires (see Fraser, 2012, for review).…”

“…Based on salient fit indices (e.g., CFI = .90; RMSEA = .06, CI [.05, −.07]), the CFA results indicate that the fit between the initial (hypothesized) four-factor solution and the MN parent data set was acceptable as a new measure (Tabachnick & Fidell, 2013). The findings were also largely similar to the final CFA path diagram of the teacher version (TMCI-SF; Villares et al, 2016). In short, psychometric research on the MCCI-SF and TMCI-SF generated similar dimensionality with different adult respondent groups, where these factors were confirmed in each inventory: Satisfaction, Competitiveness, Difficulty, and Peer Relations.…”

“…Simple structure was achieved using these factors: Peer Relations (7 items), Competitiveness in the classroom (7 items), Difficulty of the coursework (4 items), and Satisfaction with the classroom learning experience (4 items). The findings largely replicated the factor structure of the TMCI-SF (Sink & Spencer, 2007; Villares et al, 2016). In particular, similar to teacher perceptions, parent perceptions of their child’s (peer) relations in classrooms were viewed as a single dimension, rather than two separate factors of Cohesion and Friction.…”

“…The MCCI-SF was designed using a conceptual model and item content that framed the original student inventory (My Class Inventory; Fisher & Fraser, 1981; Fraser, Anderson, & Walberg, 1982; Fraser & O’Brien, 1985), its subsequent student version (MCI-SFR, Mariani, Villares, et al, 2015; Sink & Spencer, 2005), and the teacher revision (TMCI-SF; Sink & Spencer, 2007; Villares et al, 2016). Five characteristics or dimensions of classroom climate (i.e., Satisfaction, Cohesion, Friction, Difficulty, and Competitiveness) were proposed.…”

“…This article provides support for a reliable and valid instrument for gauging parent perceptions of their child's classroom climate. This psychometric study builds on the research of several previous studies (Mariani, Villares, Sink, Colvin, & Perhay Kuba, 2015;Villares, Mariani, Sink, & Colvin, 2016) that validated two other classroom climate measures, one for students and one for teachers, that school counselors can easily administer as a part of ongoing program evaluation. We discuss findings from an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) that support the reliability and structural validity of the instrument, the My Child's Class Inventory-Short Form (MCCI-SF; Sink, 2017), and present practical applications and implications for school counselors.…”