Children’s experiences of their learning environment: Psychometric properties of a questionnaire evaluating classroom environment, activities and interactions

IF 0.8 4区医学 Q4 EDUCATION, SPECIAL

Child Language Teaching & Therapy Pub Date : 2021-11-10 DOI:10.1177/02656590211050868

K. Brännström, S. Karjalainen, B. Sahlén, Ketty Andersson, Viveka Lyberg-Åhlander, Jonas Christensson

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引用次数: 2

Abstract

The present study reports on the development of a questionnaire that evaluates children's experiences of their physical classroom environment, activities and interactions. It also explores the psychometric properties of the questionnaire and how acoustical characteristics of the classroom, class size and student characteristics (age, sex and Swedish as a second language) influence the self-reported outcomes. After development, the questionnaire name should read Activities and Interactions in the Classroom were administered to 101 students (7.9–10.7 years old). Demographic information about the students was collected from parents. The psychometric properties including test–retest reliability are good but can be improved by reducing the number of items. Acoustical characteristics of the classrooms and student characteristics did not predict questionnaire outcomes. As the acoustical conditions in students’ classrooms were close to optimal, communication fostering support should be in focus. The present questionnaire can be used to assess young students’ experiences of their classroom environment and learning situations.

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儿童对学习环境的体验:评估课堂环境、活动和互动的问卷的心理测量特性

本研究报告了一份调查问卷的发展，以评估儿童对他们的物理课堂环境、活动和互动的体验。它还探讨了问卷的心理测量特性，以及教室的声学特征、班级规模和学生特征(年龄、性别和瑞典语作为第二语言)如何影响自我报告的结果。开发完成后，对101名7.9-10.7岁的学生进行问卷调查，问卷名称为《课堂活动与互动》。学生的人口统计信息是从家长那里收集的。心理测量学性质包括重测信度良好，但可以通过减少项目数量来改善。教室的声学特征和学生的特征并不能预测问卷的结果。由于学生教室的声学条件接近最佳，因此应重点关注交流促进支持。本问卷可用于评估青年学生对课堂环境和学习状况的体验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Language Teaching & Therapy Multiple-

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Child Language Teaching and Therapy is an international peer reviewed journal which aims to be the leading inter-disciplinary journal in the field of children"s spoken and written language needs. The journal publishes original research and review articles of high practical relevance and which emphasise inter-disciplinary collaboration. Child Language Teaching and Therapy publishes regular special issues on specific subject areas and commissions keynote reviews of significant topics. The readership of the journal consists of academics and practitioners across the disciplines of education, speech and language therapy, psychology and linguistics.