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Assessing the unit of measurement for school climate through psychometric and outcome analyses of the school climate survey

机译：通过对学校气候调查的心理测量和结果分析来评估学校气候的度量单位

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This study examines the appropriate unit of theory of school climate while simultaneously conducting a psychometric analysis of a modification of the School Climate Survey for an elementary school population. A conceptualization of school climate as an individual-level property unique to each school participant is compared to the idea that climate is a characteristic of the school with school participants having the role of informants. These two theories are compared by testing their differing implications. The School Climate Survey is found to have a stable and identical factor structure both within and between schools, rating by different respondent groups are found to be moderately correlated, and average school climate within each school is found to predict a statistically significant amount of the between-school variation in children's academic achievement and cognitive functioning. Differences between individual raters within each school are not found to have a meaningful relationship to child outcomes. It is concluded that the School Climate Survey is a valid and useful measure of school climate and the school-level theory i found to have the strongest support.
机译：这项研究检查了学校气候理论的适当单位，同时对小学人口的“学校气候调查”进行了心理计量分析。将学校气候概念化为每个学校参与者所独有的个人级别属性，然后将其与认为气候是学校的特征的想法进行比较，让学校参与者扮演告密者的角色。通过测试它们的不同含义来比较这两种理论。发现学校气候调查在学校内部和学校之间具有稳定且相同的因素结构，发现不同受访者群体的评级具有中等相关性，并且发现每所学校内的平均学校气候可以预测两者之间的统计显着性-儿童学习成绩和认知功能的变化。没有发现每所学校内各个评估人之间的差异与儿童成绩有有意义的关系。结论是，“学校气候调查”是对学校气候的一种有效且有用的衡量方法，而我发现最有力的支持是学校层面的理论。

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