Research Article
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Year 2018, , 113 - 120, 15.01.2018
https://doi.org/10.12973/eu-jer.7.1.113

Abstract

References

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  • Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers’ social competence: Relations to family characteristics, teacher behaviors, and classroom climate. Journal of Applied Developmental Psychology, 28, 134–148. https://doi.org/10.1016/j.appdev.2006.12.004
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  • Chavez, R. C. (1984). The use of high-inference measures to study classroom climates: A review. Review of Educational Research, 54, 237–261.
  • Chen, L. J. (1995). The study of adult classroom climate and the relationship between that and adult students' learning behavior. Bulletin of Adult and Continuing Education, 24, 231–244. https://doi.org/10.1080/07377363.2016.1229072
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  • Çengel, M., & Türkoğlu, A. (2015). Öğrenciler tarafından algılanan sınıf iklimi ölçeği: Geçerlik ve güvenirlik çalışması [Student perceived classroom climate scale: Validity and reliability study]. Journal of Theory & Practice in Education, 11, 1240-1257
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  • Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia - Social and Behavioral Sciences, 29, 819–828. https://doi.org/10.1016/j.sbspro.2011.11.310
  • Dorman, J. B., Aldridge, J. M., & Fraser, B. J. (2006). Using students’ assessment of classroom environment to develop a typology of secondary school classrooms. International Education Journal, 7, 906–915.
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  • Fan, X., & Sivo, S. A. (2005). Sensitivity of fit indexes to misspecified structural or measurement model components: Rationale of two-index strategy revisited. Structural Equation Modeling, 12, 343–367. https://doi.org/10.1207/s15328007sem1203_1
  • Fan, X., & Sivo, S. A. (2007). Sensitivity of fit indices to model misspecification and model types. Multivariate Behavioral Research, 42, 509–529. https://doi.org/10.1207/s15328007sem1203_1
  • Flicker, E. S., & Hoffman, J. A. (2006). Guiding Children's Behavior: Developmental Discipline in the Classroom. New York, NY: Teachers College Press.
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  • Fraser, B. J. (1981, April). Validity and use of individualized classroom environment questionnaire. Paper presented at the Annual Meeting of the American Educational Research Association, Los Angeles, CA. (ED204351)
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Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context

Year 2018, , 113 - 120, 15.01.2018
https://doi.org/10.12973/eu-jer.7.1.113

Abstract

Among school psycho-social factors with considerable effect on student outcomes are both school and classroom climate.  Because how students perceive the classroom climate strongly predicts achievement, measuring classroom climate gains importance and the need for testing the existing results across cultures persists.  In this study, we assessed the validity and measurement invariance of the Turkish adaptation of the Student Personal Perception of Classroom Climate Scale (SPPCC) developed in English (US).  Confirmatory factor analyses (CFA) and measurement invariance (MI) analyses by sex were performed on 629 students’ data.  CFA results confirmed the factorial structure of the SPPCC.  Results of the MI analyses showed that the SPPCC measures the same construct for females and males in a non-English context.  Latent mean comparisons revealed girls perceived the classroom climate more positively than boys.  We concluded that this study in the Turkish context is a further step in developing evidence of the extent to which SPCC provides psychometrically sound scores.

References

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  • Almquist, Y. B., Modin, B., & Augustine, L. (2013). Peer acceptance in the school class and subjective health complaints: A multilevel approach. Journal of School Health, 83, 690–696. doi: 10.1111/josh.12082
  • Arter, J.A. (1987). Assessing school and classroom climate. A consumer's guide. Portland, Or: Northwest Regional Educational Laboratory.
  • Baek, S-G., & Choi, H-J. (2002). The relationship between students’ perceptions of classroom environment and their academic achievement in Korea. Asia Pacific Education Review, 3, 125–35. doi: https://doi.org/10.1007/BF03024926
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  • Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58, 339–366. https://doi.org/10.1080/00131910600748406
  • Bernardo, A. B. (2008). Individual and social dimensions of Filipino students’ achievement goals. International Journal of Psychology, 43, 886–891. doi: 10.1080/00207590701837834.
  • Bigler, R., Hayes, A. R., & Hamilton, V. (2013). The role of schools in the early socialization of gender differences. In R. E. Tremblay, M. Boivin, R. DeV. Peters (Eds.), Encyclopedia on Early Childhood Development. Montreal, Quebec: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.
  • Bilgiç, E., & Yurtal, F. (2009). An investigation of bullying according to classroom climate. Eğitimde Kuram ve Uygulama, 5, 180–194
  • Brekelmans, M., Sleegers, P., & Fraser, B. (2000). Teaching for active learning. In P. R. J. Simons, J. L. van der Linden, & T. Duffy (Eds.), New learning (pp. 227–242). Dordrecht, Netherlands: Kluwer Academic Publishers.
  • Brophy, J. E. (2004). Motivating students to learn. Mahwah, NJ: Lawrence Erlbaum.
  • Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers’ social competence: Relations to family characteristics, teacher behaviors, and classroom climate. Journal of Applied Developmental Psychology, 28, 134–148. https://doi.org/10.1016/j.appdev.2006.12.004
  • Brown, T. (2006). Confirmatory factor analysis for applied research. New York: Guildford.
  • Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers’ and students’ perspectives. Australian Journal of Educational & Developmental Psychology, 10, 145–154.
  • Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105, 456–466. http://dx.doi.org/10.1037/0033-2909.105.3.456
  • Canpolat, A. M., Kazak Cetinkalp, Z. & Ozsaker, M. (2012). Beden egitimi dersinde problem cozme becerisi ve sinif iklimi: ikinci kademe ilkogretim ogrencileri uzerine bir calisma [Problem solving skills and class climate in physical education course: a study on secondary school students]. SPORMETRE Beden Egitimi ve Spor Bilimleri Dergisi, X(3) 89–94.
  • Cerezo, F., & Ato, M. (2010). Social status, gender, classroom climate and bullying among adolescent students. Anales de Psicología, 26, 137–144.
  • Charles, C.M. (2002). Building classroom discipline (7th ed.). Boston, MA: Allyn & Bacon.
  • Chavez, R. C. (1984). The use of high-inference measures to study classroom climates: A review. Review of Educational Research, 54, 237–261.
  • Chen, L. J. (1995). The study of adult classroom climate and the relationship between that and adult students' learning behavior. Bulletin of Adult and Continuing Education, 24, 231–244. https://doi.org/10.1080/07377363.2016.1229072
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
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  • Çengel, M., & Türkoğlu, A. (2015). Öğrenciler tarafından algılanan sınıf iklimi ölçeği: Geçerlik ve güvenirlik çalışması [Student perceived classroom climate scale: Validity and reliability study]. Journal of Theory & Practice in Education, 11, 1240-1257
  • Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280–298. https://doi.org/10.17763/haer.58.3.c43481778r528qw4
  • Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia - Social and Behavioral Sciences, 29, 819–828. https://doi.org/10.1016/j.sbspro.2011.11.310
  • Dorman, J. B., Aldridge, J. M., & Fraser, B. J. (2006). Using students’ assessment of classroom environment to develop a typology of secondary school classrooms. International Education Journal, 7, 906–915.
  • Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2007). Early schooling: The handicap of being poor and male. Sociology of Education, 80, 114–138. https://doi.org/10.1177/003804070708000202
  • Fan, X., & Sivo, S. A. (2005). Sensitivity of fit indexes to misspecified structural or measurement model components: Rationale of two-index strategy revisited. Structural Equation Modeling, 12, 343–367. https://doi.org/10.1207/s15328007sem1203_1
  • Fan, X., & Sivo, S. A. (2007). Sensitivity of fit indices to model misspecification and model types. Multivariate Behavioral Research, 42, 509–529. https://doi.org/10.1207/s15328007sem1203_1
  • Flicker, E. S., & Hoffman, J. A. (2006). Guiding Children's Behavior: Developmental Discipline in the Classroom. New York, NY: Teachers College Press.
  • Fraser, B.J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33. https://doi.org/10.1023/A:100993251
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There are 93 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Mustafa Bahar This is me

Mustafa Asil This is me

Christine M. Rubie-davies This is me

Publication Date January 15, 2018
Published in Issue Year 2018

Cite

APA Bahar, M., Asil, M., & Rubie-davies, C. M. (2018). Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context. European Journal of Educational Research, 7(1), 113-120. https://doi.org/10.12973/eu-jer.7.1.113
AMA Bahar M, Asil M, Rubie-davies CM. Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context. eujer. January 2018;7(1):113-120. doi:10.12973/eu-jer.7.1.113
Chicago Bahar, Mustafa, Mustafa Asil, and Christine M. Rubie-davies. “Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context”. European Journal of Educational Research 7, no. 1 (January 2018): 113-20. https://doi.org/10.12973/eu-jer.7.1.113.
EndNote Bahar M, Asil M, Rubie-davies CM (January 1, 2018) Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context. European Journal of Educational Research 7 1 113–120.
IEEE M. Bahar, M. Asil, and C. M. Rubie-davies, “Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context”, eujer, vol. 7, no. 1, pp. 113–120, 2018, doi: 10.12973/eu-jer.7.1.113.
ISNAD Bahar, Mustafa et al. “Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context”. European Journal of Educational Research 7/1 (January 2018), 113-120. https://doi.org/10.12973/eu-jer.7.1.113.
JAMA Bahar M, Asil M, Rubie-davies CM. Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context. eujer. 2018;7:113–120.
MLA Bahar, Mustafa et al. “Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context”. European Journal of Educational Research, vol. 7, no. 1, 2018, pp. 113-20, doi:10.12973/eu-jer.7.1.113.
Vancouver Bahar M, Asil M, Rubie-davies CM. Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context. eujer. 2018;7(1):113-20.