Developing a Comprehensive School Connectedness Scale for Program Evaluation

Autor/inn/en	Chung-Do, Jane J.; Goebert, Deborah A.; Chang, Janice Y.; Hamagani, Fumiaki
Titel	Developing a Comprehensive School Connectedness Scale for Program Evaluation
Quelle	In: Journal of School Health, 85 (2015) 3, S.179-188 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12237
Schlagwörter	Program Evaluation; Rating Scales; Psychometrics; High School Students; Ethnic Diversity; Factor Analysis; Attachment Behavior; Teacher Student Relationship; Peer Relationship; Item Analysis; Test Reliability; Test Validity; Goodness of Fit; Student Participation; Learner Engagement; Student School Relationship; School Support; Test Construction; Educational Environment; Wellness + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Rating-Skala; Psychometry; Psychometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Faktorenanalyse; Attachment; Bindungsverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Itemanalyse; Testreliabilität; Testvalidität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schüler-Lehrer-Beziehung; Schulförderverein; Testaufbau; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Well being; Well-being; Wohlbefinden
Abstract	Background: Evidence show that school connectedness is important to youth wellness. However, considerable inconsistency in the concepts and measures of school connectedness exists across studies. In addition, many measures do not capture the multifaceted dimensions of the school connectedness construct. This study examined the psychometric properties of a school connectedness scale that aimed to measure comprehensively the key constructs of school connectedness. Methods: The scale was developed with teachers and tested with an ethnically diverse sample of 717 high school students enrolled in a school connectedness course using confirmatory factor analysis. Results: Confirmatory factor analyses demonstrated the association of the 15 items with the 5 factors identified in the literature-school involvement, academic motivation, school attachment, teacher support, and peer relations (?[superscript 2] = 439.99, df = 83, p < 0.0001, Comparative Fit Index = 0.991, Tucker-Lewis index = 0.988, root mean square error of approximation = 0.077). Cronbach coefficient alphas for the factors ranged from 0.73 to 0.93. Conclusions: Although further tests need to be conducted to assess its validity and reliability, this newly developed scale may provide researchers a tool to measure comprehensively school connectedness for program evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01