A Confirmatory Item Factor Analysis of A School Climate Measure for Adolescents with and without Disabilities

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2020-11-19 DOI:10.1080/10627197.2020.1841625

Graham G. Rifenbark, Allison R. Lombardi, Jennifer Freeman

引用次数: 7

Abstract

ABSTRACT In this study (n = 5037) we further investigated the construct validity of the Georgia Brief School Climate Inventory (GBS). Despite containing ordinal items (e.g., ordered-responses), the GBS has only been examined using linear approaches. To fill this void, we employed confirmatory item factor analysis (IFA) to examine the factor structure because the observed data are polytomous. Using response data from adolescents with (n = 784) and without (n = 4253) disabilities in urban and suburban high schools, we tested for measurement invariance by estimating a series of multiple-group IFA models and examined the relationship between school climate and academic achievement. The study findings promote the use of non-linear methods for analyzing ordered response data and further support the importance of prioritizing students with disabilities in school climate studies.

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残疾青少年和非残疾青少年学校气氛测量的验证性项目因素分析

摘要在本研究（n=5037）中，我们进一步调查了佐治亚州学校气候简表（GBS）的结构有效性。尽管包含有序项目（如有序回答），但GBS仅使用线性方法进行了检查。为了填补这一空白，我们采用了验证性项目因素分析（IFA）来检验因素结构，因为观察到的数据是多模的。使用城市和郊区高中中有（n=784）和没有（n=4253）残疾的青少年的反应数据，我们通过估计一系列多组IFA模型来测试测量不变性，并检验了学校氛围与学业成绩之间的关系。研究结果促进了使用非线性方法分析有序反应数据，并进一步支持了在学校气候研究中优先考虑残疾学生的重要性。

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

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.