测量有行为问题的特殊教育学生的安全感:学校安全问卷验证研究

IF 0.9 Q3 EDUCATION, SPECIAL
G. H. P. Van der Helm, G.J. Klapwijk, J. J. Roest, C. H. Z. Kuiper, R. H. J. Scholte, G. J. J. M. Stams
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引用次数: 0

摘要

特殊教育学校的安全评估和监测对于建立和维护一个安全的环境,使学生能够发展学术和社会情感技能来说是必不可少的。本研究介绍了学生自我报告测量方法--"学校安全 "问卷的开发情况。研究人员对来自荷兰 20 所特殊教育学校 233 个班级的 280 名学生(68.6% 为男性,年龄中位数 = 13.29,标准差 = 2.52)的构建样本和 1572 名学生(77.4% 为男性,年龄中位数 = 14.33,标准差 = 2.04)的验证样本进行了因子效度、信度和并发效度检验。多层次确认性因素分析用于研究 "校园安全 "问卷的因素结构。一个包含三个组内和组间相关因子(规则和社会规范、自身安全感和其他学生安全感)的模型对数据的拟合效果令人满意。量表的信度良好。此外,性别测量不变性也得到了证明,表明男生和女生之间的潜在平均值没有差异。本文讨论了对实践和未来研究的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Measuring safety perceptions of students with behavioural problems in special education: A validation study of the safe at school questionnaire

Assessment and monitoring of safety in special education schools is imperative to establish and maintain a safe environment in which students can develop academic and social–emotional skills. The present study describes the development of a student self-report measure, the Safe at School questionnaire. Factorial validity, reliability and concurrent validity was examined in a construction sample of 280 students (68.6% male, age M = 13.29, SD = 2.52) and a validation sample of 1572 students (77.4% male; age M = 14.33, SD = 2.04), representing 233 classes from 20 schools for special education in the Netherlands. Multilevel confirmatory factor analysis was used to examine the factor structure of the Safe at School questionnaire. A model with three correlating factors at the within- and between-group level (Rules and Social Norms, Perceived Own Safety and Perceived Safety of Other Students) showed a satisfactory fit to the data. Reliabilities of the scales were good. Also, measurement invariance for gender was demonstrated, indicating no differences in latent means between boys and girls. Implications for practice and future research are discussed.

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来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
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