Measurement invariance of the student personal perception of classroom climate scale (SPPCC) in the Turkish context

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Show simple item record Bahar, M en Asil, M en Davies, Christine en 2019-06-13T02:42:00Z en 2018-01 en
dc.identifier.citation European Journal of Educational Research 7(1):113-120 Jan 2018 en
dc.identifier.issn 2165-8714 en
dc.identifier.uri en
dc.description.abstract Among school psycho-social factors with considerable effect on student outcomes are both school and classroom climate. Because how students perceive the classroom climate strongly predicts achievement, measuring classroom climate gains importance and the need for testing the existing results across cultures persists. In this study, we assessed the validity and measurement invariance of the Turkish adaptation of the Student Personal Perception of Classroom Climate Scale (SPPCC) developed in English (US). Confirmatory factor analyses (CFA) and measurement invariance (MI) analyses by sex were performed on 629 students’ data. CFA results confirmed the factorial structure of the SPPCC. Results of the MI analyses showed that the SPPCC measures the same construct for females and males in a non-English context. Latent mean comparisons revealed girls perceived the classroom climate more positively than boys. We concluded that this study in the Turkish context is a further step in developing evidence of the extent to which SPCC provides psychometrically sound scores. en
dc.publisher RU Publications en
dc.relation.ispartofseries European Journal of Educational Research en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.rights.uri en
dc.title Measurement invariance of the student personal perception of classroom climate scale (SPPCC) in the Turkish context en
dc.type Journal Article en
dc.identifier.doi 10.12973/eu-jer.7.1.113 en
pubs.issue 1 en
pubs.begin-page 113 en
pubs.volume 7 en
dc.rights.holder Copyright: The authors en
pubs.end-page 120 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 761409 en Education and Social Work en Learning Development and Professional Practice en
dc.identifier.eissn 2165-8714 en
pubs.record-created-at-source-date 2019-06-17 en 2018-01-15 en

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