Validation of a Classroom Climate Inventory for Use at the Early Elementary Level

Abstract

A classroom climate measure that can be used at the early elementary school level was validated on a sample of 129 children in five primary classes. This measure consists of five scales assessing aspects of the classroom social climate such as Satisfaction and Cohesiveness. Item analysis was used to identify items, the removal of which would improve internal consistency and discriminant validity of the five scales. Scales modified in this way were then administered to a cross-validation sample of 189 primary children. Data relating to the concurrent validity of scales were also gathered. These validating procedures indicated that the instrument is a potentially quite useful device for assessing pupils' perceptions of the classroom social environment.EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1981, 41 THERE is increasing interest in the role that context plays in the teaching-learning process (Brophy, 1979;Mishler, 1979) despite the fact that context is extremely difficult to define because it includes a host of variables, ranging from those operating at the community level and beyond to quite specific physical and social-psychological aspects of the classroom environment. Nevertheless, significant recent efforts have been made to examine context effects in education. For example, Moos (1979) has developed scales to assess key dimensions of class-

Classroom factors that contribute to emotional intelligence in the case of primary school learners

“…Difficulty had a negative relation to TEI. According to Prawat and Solomon (1981), an appropriate level of difficulty is associated with learner satisfaction.…”