A Brazilian Portuguese Survey of School Climate: Evidence of Validity and Reliability

Autor/inn/en	Bear, George G.; Holst, Bruna; Lisboa, Carolina; Chen, Dandan; Yang, Chunyan; Chen, Fang Fang
Titel	A Brazilian Portuguese Survey of School Climate: Evidence of Validity and Reliability
Quelle	In: International Journal of School & Educational Psychology, 4 (2016) 3, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2015.1094430
Schlagwörter	Foreign Countries; Test Validity; Test Reliability; Scores; Student Surveys; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Factor Analysis; Correlation; Cognitive Processes; Student Behavior; Learner Engagement; Educational Environment; Public Schools; Private Schools; Teacher Student Relationship; Peer Relationship; Student Diversity; Standards; Expectation; School Safety; Bullying; Likert Scales; Statistical Analysis; Brazil + Suchen Sie Ihr Suchwort? Ausland; Testvalidität; Testreliabilität; Schülerbefragung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Faktorenanalyse; Korrelation; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Public school; Öffentliche Schule; Private school; Privatschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Standard; Expectancy; Erwartung; Mobbing; Likert-Skala; Statistische Analyse; Brasilien
Abstract	This study presents evidence of the validity and reliability of scores for the newly developed Brazilian Portuguese version of the Delaware School Climate Survey-Student (Brazilian DSCS-S). The sample consisted of 378 students, grades 5 through 9, attending four private and three public schools in southern Brazil. Confirmatory factor analyses supported both a bifactor model and a six-factor model, but support was stronger for the latter. Most scores across factors correlated significantly with students' self-reported cognitive-behavioral and emotional engagement in school. As discussed, the Brazilian DSCS-S provides schools with a useful tool for conducting needs assessments and evaluating programs in Brazilian schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01