The multidimensional school climate questionnaire (MSCQ) parent-version: Factorial structure and measurement invariance

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-10-15 DOI:10.1080/21683603.2020.1828205

Valentina Grazia, Luisa Molinari

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引用次数: 3

Abstract

ABSTRACT The current study aimed to test the factorial structure and psychometric properties of a parent version of the Multidimensional School Climate Questionnaire (MSCQ), a multi-informant and multidimensional measure of school climate recently developed and validated in Italian for a student version, by also providing evidence of measurement invariance between students and parents. Participants were 320 parents, mostly mothers, and 339 students enrolled in four middle schools in Northern Italy. The confirmatory factor analysis (CFA) showed a good fit for the expected six-dimension model (Student Support, Home-school Relations, Student Relations, Student-Teacher Relations, Educational Climate, Justice). All factors were positively correlated with each other and reported good Cronbach’s alphas and composite reliability scores (ω). Full configural and metric and partial scalar invariance were achieved between parents and students. These findings confirm that the parent version of the MSCQ is a psychometrically sound measure to assess multidimensional perceptions of school climate. Lastly, limitations and practical implications are discussed.

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多维学校气候问卷（MSCQ）家长版：因子结构和测量不变性

摘要本研究旨在通过提供学生和家长之间测量不变性的证据，测试家长版多维学校氛围问卷（MSCQ）的析因结构和心理测量特性。MSCQ是一种多信息和多维的学校氛围测量方法，最近在意大利语中为学生版开发并验证。参与者包括320名家长，其中大部分是母亲，以及339名就读于意大利北部四所中学的学生。验证性因素分析（CFA）显示出与预期的六维度模型（学生支持、家校关系、学生关系、师生关系、教育氛围、正义）非常吻合。所有因素都呈正相关，并报告了良好的Cronbachα和综合可靠性得分（ω）。在家长和学生之间实现了完全的结构不变性、度量不变性和部分标量不变性。这些发现证实，家长版的MSCQ是一种心理测量学上合理的衡量标准，可以评估对学校氛围的多维感知。最后，讨论了其局限性和实际意义。

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

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.