Psychometric Properties and Factor Structure of the Aggressive Student Culture Scale Administered to the Age 8 Growing Up in NZ Cohort

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-11-24 DOI:10.1177/07342829231218036
Qiongxi Zhang, Lisa Underwood, Elizabeth R. Peterson, J. Fenaughty, K. Waldie
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Abstract

The Aggressive Student Culture Scale (ASCS) is a survey designed to measure the extent to which New Zealand (NZ) students experience aggressive behaviours within the school environment. The aim of this study is to assess the psychometric properties of the ASCS in the multidisciplinary Growing Up in NZ longitudinal study. We used data from 4938 children from the Growing Up in NZ study to examine the psychometric properties of ASCS for 8-year-old children. Confirmatory factor analysis was conducted, and measurement invariance was tested across sex, ethnicity, and deprivation levels. The ASCS tool comprises a single latent factor: aggressive student behaviour. The ASCS provides an adequate and satisfactory measure for student aggression experiences. Full measurement invariance was supported for child’s sex, but only configural invariance was confirmed across ethnicity and area-level deprivation. Males reported higher levels of aggressive experiences than females. The one-factor model structure offers an excellent fit to our data with good internal consistency. Comparisons across sex are valid; however, direct comparisons across ethnicity and deprivation levels should be approached with caution. We recommend replication studies and encourage further research involving participants from different age groups to better understand the factor structure across diverse demographic variables.
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在新西兰 8 岁学生群体中使用的 "学生攻击性文化量表 "的心理测量特性和因子结构
学生攻击性文化量表(ASCS)是一项调查,旨在测量新西兰(NZ)学生在学校环境中出现攻击性行为的程度。本研究的目的是在 "新西兰成长 "多学科纵向研究中评估 "攻击性学生文化量表 "的心理测量特性。我们利用 "新西兰成长 "研究中 4938 名儿童的数据,对 8 岁儿童的 ASCS 心理测量特性进行了检验。我们进行了确认性因子分析,并测试了不同性别、种族和贫困水平的测量不变性。ASCS 工具包括一个潜在因子:学生攻击性行为。ASCS 为学生的攻击行为体验提供了一个充分且令人满意的测量工具。儿童性别的完全测量不变性得到了支持,但只有配置不变性在种族和地区贫困程度方面得到了证实。与女性相比,男性报告的攻击性经历水平更高。单因素模型结构非常符合我们的数据,具有良好的内部一致性。不同性别之间的比较是有效的;但是,不同种族和贫困水平之间的直接比较应谨慎对待。我们建议进行重复研究,并鼓励进一步研究不同年龄组的参与者,以更好地了解不同人口变量的因子结构。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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