Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, , 113 - 120, 15.01.2018
https://doi.org/10.12973/eu-jer.7.1.113

Öz

Kaynakça

  • Adelman, H. S. & Taylor, L. (2005). Classroom climate. In Lee, S. W., Lowe, P. A., & Robinson E. (Eds.) Encyclopedia of School Psychology. Thousand Oaks, CA: Sage.
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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
  • Bahar, M. (2014, April). Student perspectives of factors that determine high school and course achievement in Turkish context. Paper presented at 1st Eurasian Educational Research Congress, Istanbul/Turkey.
  • 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
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  • 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
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  • 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
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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.
  • 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
  • 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

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

Öz

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.

Kaynakça

  • Adelman, H. S. & Taylor, L. (2005). Classroom climate. In Lee, S. W., Lowe, P. A., & Robinson E. (Eds.) Encyclopedia of School Psychology. Thousand Oaks, CA: Sage.
  • AERA, APA, & NCME. (1999). Standards for educational and psychological testing. Washington, DC: American Psychological Association.
  • 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
  • Bahar, M. (2014, April). Student perspectives of factors that determine high school and course achievement in Turkish context. Paper presented at 1st Eurasian Educational Research Congress, Istanbul/Turkey.
  • 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.
  • Coie, J. D., Dodge, K. A., & Kupersmidt, J. B. (1990). Peer group behavior and social status. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 17–59). New York, NY: Cambridge University Press.
  • 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
  • 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)
  • Fraser, B. J., Anderson, G. J., & Walberg, H. J. (1982). Assessment of learning environments: Manual for Learning Environment Inventory (LEI) and My Class Inventory (MCI), (3rd Ed.). Perth: Western Australian Institute of Technology.
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  • Marsh, H. W., Hau, K. T., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling, 11, 320–341. https://doi.org/10.1207/s15328007sem1103_2
  • McInerney, D. M. (2008). Personal investment, culture and learning: Insights into school achievement across Anglo, Indigenous, Asian and Lebanese students in Australia. International Journal of Psychology, 43, 870–879. doi: 10.1080/00207590701836364
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  • Millsap, R. E. (2012). Statistical approaches to measurement invariance. New York: Taylor and Francis.
  • Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51, 599–610. http://dx.doi.org/10.1016/j.jsp.2013.05.005
  • Moos, R. H. (1979). Evaluating educational environments: Procedures, measures, findings and policy implications. San Francisco, CA: Jossey-Bass.
  • Mucherah, W. M. (2003). The influence of technology on the classroom climate of social studies classrooms: A multidimensional approach. Learning Environments Research, 6, 37–57. https://doi.org/10.1023/A:102290360
  • Muthén L. K., & Muthén B. O. (2013). Version 7.1 Mplus language addendum. Available online at: www.statmodel.com
  • OECD. (2010). PISA 2009 Results: What Makes a School Successful?–Resources, Policies and Practices (Volume IV). OECD, Paris, France.
  • Özdikmenli-Demir, G., & Sayıl, M. (2009). Individualism-collectivism and conceptualizations of interpersonal relationships among Turkish children and their mothers. Journal of Social and Personal Relationships, 26, 371–387. doi:10.1177/0265407509350557
  • Ponitz, C. C., Rimm‐Kaufman, S. E., Brock, L. L., & Nathanson, L. (2009). Early adjustment, gender differences, and classroom organizational climate in first grade. The Elementary School Journal, 110, 142–162. https://doi.org/10.1086/605470
  • Raskauskas, J. L., Gregory, J., Harvey, S. T., Rifshana, F., & Evans, I. M. (2010). Bullying among primary school children in New Zealand: Relationships with prosocial behaviour and classroom climate. Educational Research, 52, 1–13. doi: 10.1080/00131881003588097
  • Reynolds, J. R., & Bamford, M. J. (2016). School gender culture and student subjective well-being. Sex Roles, 74, 62–77. https://doi.org/10.1007/s11199-015-0557-y
  • Rowe, E. W., Kim, S., Baker, J. A., Kamphaus, R. W., & Horne, A. M. (2010). Student personal perception of classroom climate: Exploratory and confirmatory factor analyses. Educational and Psychological Measurement, 70, 858–879. https://doi.org/10.1177/0013164410378085
  • Rubie-Davies, C. M., & Peterson, E. R. (2010). Teacher expectations and beliefs: Influences on the socioemotional environment of the classroom. In C.M. Rubie-Davies (Ed.), Educational psychology: Concepts, research and challenges (pp. 134–159). Abingdon, Oxon: Routledge.
  • Rubie-Davies, C. M. (2015). Becoming a high expectation teacher: Raising the bar. London, England: Routledge.
  • Rubie-Davies, C. M., Asil, M., & Teo, T. (2015). Assessing measurement invariance of the student personal perception of classroom climate across different ethnic groups. Journal of Psychoeducational Assessment, 34(5), 1-9. doi: 10.1177/0734282915612689
  • Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437–460.
  • Sadker, D. (1973). Dimensions of the elementary school environment: A factor analytic study. The Journal of Educational Research, 66, 441–442. https://doi.org/10.1080/00220671.1973.10884526
  • Sağkal, A. S., Kabasakal, Z. T., & Türnüklü, A. (2015). Turkish adaptation of the connected classroom climate inventory (CCCI). Elementary Education Online, 14, 1179–1192. http://dx.doi.org/10.17051/io.2015.30422
  • Sass, D. A., Schmitt, T. A., & Marsch, H. W. (2014). Evaluating model fit with ordered categorical data within a measurement invariance framework: A comparison of estimators. Structural Equation Modeling: A Multidisciplinary Journal, 21, 167–180. https://doi.org/10.1080/10705511.2014.882658
  • Schmitt, N., & Kuljanin, G. (2008). Measurement invariance: Review of practice and implications. Human Resource Management Review, 18, 210–222. doi: 10.1016/j.hrmr.2008.03.003
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  • Sink, C. A., & Spencer, L. R. (2005). My class inventory: Short form as an accountability tool for elementary school counselors to measure classroom climate. Professional School Counseling, 9, 37–48. https://doi.org/10.5330/prsc.9.1.y720844684111402
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  • Sriklaub, K., Wongwanich S., & Wiratchai, N. (2015). Development of the classroom climate measurement model. Procedia - Social and Behavioral Sciences, 171, 1353–1359.
  • Stark, S., Chernyshenko, O. S., & Drasgow, F. (2006). Detecting differential item functioning with confirmatory factor analysis and item response theory: Toward a unified strategy. Journal of Applied Psychology, 91, 1292–1306. doi: 10.1037/0021-9010.91.6.1292
  • Şeker, A. (2000). Sınıf öğretmenlerinin iletişim becerileri ile sınıf atmosferi arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi [Investigation of communication skills of classroom teachers and classroom atmosphere with respect to various variables]. (Unpublished master’s thesis). Selçuk University, Konya, Turkey.
  • Sendur, E. (1999). İlköğretim beşinci sınıf öğrencilerinin sınıf atmosferine ilişkin algıları ile başarı güdüsü arasındaki ilişki [The relationship between classroom atmosphere and achievement motivation of primary fifth grade students]. (Unpublished master’s thesis). Dokuz Eylül University, İzmir, Turkey.
  • Van de Gaer, E., Pustjens, H., Van Damme, J., & De Munter, A. (2006). Tracking and the effects of school-related attitudes on the language achievement of boys and girls. British Journal of Sociology of Education,27, 293–309. https://doi.org/10.1080/01425690600750478
  • Vandenberg, R. J., & Lance, C. E. (2000). A Review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3, 4–70. https://doi.org/10.1177/109442810031002
  • Villasana, M., & Alonso-Tapia, J. (2015). Cross-cultural validity of the “classroom motivational climate questionnaire: Comparison between French and Spanish Students. Revista de Psicodidáctica, 20, 227–246. doi: 10.1387/RevPsicodidact.13034
  • Vinson, A. W. (1977). An Investigation concerning personality characteristics, classroom climate and academic achievement. The Journal of Negro Education, 46, 334–343. doi: 10.2307/2966777
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  • Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202–209. http://dx.doi.org/10.1037/0022-0663.90.2.202
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  • Yu, C. Y. (2002). Evaluating cut-off criteria of model fit indices for latent variable models with binary and continuous outcomes (Unpublished Doctoral dissertation). University of California, Los Angeles, CA.
  • Zusho, A., & Clayton, K. (2011). Culturalizing achievement goal theory and research. Educational Psychologist, 46, 239–260. doi: 10.1080/00461520.2011.614526
Toplam 93 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Mustafa Bahar Bu kişi benim

Mustafa Asil Bu kişi benim

Christine M. Rubie-davies Bu kişi benim

Yayımlanma Tarihi 15 Ocak 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

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. Ocak 2018;7(1):113-120. doi:10.12973/eu-jer.7.1.113
Chicago Bahar, Mustafa, Mustafa Asil, ve 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, sy. 1 (Ocak 2018): 113-20. https://doi.org/10.12973/eu-jer.7.1.113.
EndNote Bahar M, Asil M, Rubie-davies CM (01 Ocak 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, ve C. M. Rubie-davies, “Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context”, eujer, c. 7, sy. 1, ss. 113–120, 2018, doi: 10.12973/eu-jer.7.1.113.
ISNAD Bahar, Mustafa vd. “Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context”. European Journal of Educational Research 7/1 (Ocak 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 vd. “Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context”. European Journal of Educational Research, c. 7, sy. 1, 2018, ss. 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.