TY - JOUR
T1 - Assessing Measurement Invariance of the Student Personal Perception of Classroom Climate Across Different Ethnic Groups
AU - Rubie-Davies, Christine
AU - Asil, Mustafa
AU - Teo, Timothy
N1 - Funding: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by the Marsden Fund Council from Government funding administered by the Royal Society of New Zealand.
PY - 2016/8/1
Y1 - 2016/8/1
N2 - The class climate is acknowledged as being related to student learning. Students learn more in classrooms that are supportive and caring. However, there are few class climate instruments at the elementary school level. The aim of the current study was to assess the measurement invariance of a recently developed scale in a different context (New Zealand) from where it was developed (the United States) and across different ethnic groups. A total of 1,924 elementary school students (963 males and 961 females) participated. Students completed the Student Personal Perception of Classroom Climate (SPPCC). Results of the invariance tests of the SPPCC across four ethnic samples (New Zealand European, Māori, Pasifika, and Asian) indicated that the SPPCC represented the same four factors in classroom climate for each of these groups (configural invariance). Results also revealed that full metric invariance was supported although only partial scalar invariance was achieved because of a lack of invariance in the thresholds for five items. Therefore, this study provided empirical support for the SPPCC when used within a new context and with different ethnic groups. Future studies to enhance the usability of the SPPCC are discussed
AB - The class climate is acknowledged as being related to student learning. Students learn more in classrooms that are supportive and caring. However, there are few class climate instruments at the elementary school level. The aim of the current study was to assess the measurement invariance of a recently developed scale in a different context (New Zealand) from where it was developed (the United States) and across different ethnic groups. A total of 1,924 elementary school students (963 males and 961 females) participated. Students completed the Student Personal Perception of Classroom Climate (SPPCC). Results of the invariance tests of the SPPCC across four ethnic samples (New Zealand European, Māori, Pasifika, and Asian) indicated that the SPPCC represented the same four factors in classroom climate for each of these groups (configural invariance). Results also revealed that full metric invariance was supported although only partial scalar invariance was achieved because of a lack of invariance in the thresholds for five items. Therefore, this study provided empirical support for the SPPCC when used within a new context and with different ethnic groups. Future studies to enhance the usability of the SPPCC are discussed
KW - class climate
KW - measurement
KW - ethnic groups
UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84978726737&partnerID=MN8TOARS
U2 - 10.1177/0734282915612689
DO - 10.1177/0734282915612689
M3 - Article
VL - 34
SP - 442
EP - 460
JO - Journal of Psychoeducational Assessment
JF - Journal of Psychoeducational Assessment
IS - 5
ER -