The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S)

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-09-12 DOI:10.1080/13632752.2020.1816651

Suzanne Cogswell, Amanda Carr, N. Abbott, C. Monks

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引用次数: 0

Abstract

ABSTRACT Low-level classroom disruption (LLCD) is characterised by pupils swinging on chairs, whispering or fidgeting in class. This paper provides initial data on the development and validation of the teacher-rated Low-Level Classroom Disruption Scale (LLCD-S), with two samples of primary school pupils. Exploratory factor analysis in Study 1 (N= 120) revealed one factor accounting for 61% of the variance; supported by confirmatory factor analysis in Study 2 (N= 274), with one factor accounting for 63% of the variance. Both studies reported high Cronbach’s alpha values of.82 and.93 respectively. The evidence supports LLCD being a unidimensional construct, measured by the eight item LLCD-S. Weak convergence validity was found between the LLCD-S and the Strengths and Difficulties Questionnaire’s (SDQ) externalising behaviours: conduct problems and hyperactivity. This preliminary evidence indicates that LLCD-S is a valid and reliable measure of low-level classroom disruption. Further research is needed to test the utility of the LLCD-S across different levels of education, cultures and as a pupil-reported measure.

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教师报告的低水平课堂干扰量表(LLCD-S)的开发与验证

低水平课堂干扰(LLCD)的特点是学生在课堂上在椅子上摇摆，窃窃私语或坐立不安。本文以两个小学生为样本，提供了关于教师评定的低水平课堂干扰量表(LLCD-S)的开发和验证的初步数据。研究1 (N= 120)的探索性因子分析显示，一个因素占方差的61%;研究2 (N= 274)的验证性因子分析支持，其中一个因素占方差的63%。两项研究都报告了较高的Cronbach α值。82年,。分别为93。证据支持LLCD是一个单维结构，由八个项目LLCD- s测量。LLCD-S与SDQ外化行为(品行问题和多动)的收敛效度较弱。这一初步证据表明，LLCD-S是一种有效和可靠的测量低水平课堂干扰的方法。需要进一步的研究来测试LLCD-S在不同教育水平、文化和学生报告措施中的效用。

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

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.80

自引率

10.00%

发文量

期刊介绍： The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.