@article{ref1,
title="Psychometric support of the school climate measure in a large, diverse sample of adolescents: a replication and extension",
journal="Journal of school health",
year="2014",
author="Zullig, Keith J. and Collins, Rani and Ghani, Nadia and Patton, Jon M. and Scott Huebner, E. and Ajamie, Jean",
volume="84",
number="2",
pages="82-90",
abstract="BACKGROUND: The School Climate Measure (SCM) was developed and validated in 2010 in response to a dearth of psychometrically sound school climate instruments. This study sought to further validate the SCM on a large, diverse sample of Arizona public school adolescents (N = 20,953). <br><br>METHODS: Four SCM domains (positive student-teacher relationships, academic support, order and discipline, and physical environment) were available for the analysis. Confirmatory factor analysis and structural equation modeling were established to construct validity, and criterion-related validity was assessed via selected Youth Risk Behavior Survey (YRBS) school safety items and self-reported grade (GPA) point average. <br><br>RESULTS: Analyses confirmed the 4 SCM school climate domains explained approximately 63% of the variance (factor loading range.45-.92). Structural equation models fit the data well χ(2) = 14,325 (df = 293, p <.001), comparative fit index (CFI) =.951, Tuker-Lewis index (TLI) =.952, root mean square error of approximation (RMSEA) =.05). The goodness-of-fit index was.940. Coefficient alphas ranged from.82 to.93. Analyses of variance with post hoc comparisons suggested the SCM domains related in hypothesized directions with the school safety items and GPA. <br><br>CONCLUSIONS: Additional evidence supports the validity and reliability of the SCM. Measures, such as the SCM, can facilitate data-driven decisions and may be incorporated into evidenced-based processes designed to improve student outcomes.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.12124",
url="http://dx.doi.org/10.1111/josh.12124"
}