A Multilevel MTMM Approach to Estimating the Influences of Contextual Factors on Trait and Informant-Based Method Effects in Assessments of School Climate

Autor/in	Konold, Timothy
Titel	A Multilevel MTMM Approach to Estimating the Influences of Contextual Factors on Trait and Informant-Based Method Effects in Assessments of School Climate
Quelle	In: Journal of Psychoeducational Assessment, 36 (2018) 5, S.464-476 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916683286
Schlagwörter	Hierarchical Linear Modeling; Multitrait Multimethod Techniques; Computation; Context Effect; Educational Environment; High School Students; Secondary School Teachers; Correlation; Low Income Students; School Size; Minority Group Students; Statistical Analysis; Virginia + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Statistische Analyse
Abstract	School-level contextual factors have been found to influence reports of school climate. The purpose of the current study was to evaluate the extent to which these associations are related to the school climate traits being measured or the methods (i.e., informants) used to obtain them. Data from a multilevel multitrait-multimethod (MTMM) design in which structurally different and interchangeable students (n = 45,641) and teachers (n = 12,808), residing within 302 high schools, responded to items measuring four dimensions of school climate were evaluated through a multilevel correlated trait-correlated method (CT-CM) latent analysis that allowed for the estimation of both school-level trait and informant-based method factors. The resulting trait and method factors were regressed on several school-level contextual variables. Results indicated that the percentage of students receiving free and reduced-price meals (FRPM) in schools was associated with both school climate traits and informant-based method factors, school size and the percentage of minority students in schools were associated with some traits, and school size was associated with student method effects. Findings support the use of controlling for school-level contextual factors in school climate research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01