{"title":"The multidimensional school climate questionnaire (MSCQ) parent-version: Factorial structure and measurement invariance","authors":"Valentina Grazia, Luisa Molinari","doi":"10.1080/21683603.2020.1828205","DOIUrl":null,"url":null,"abstract":"ABSTRACT The current study aimed to test the factorial structure and psychometric properties of a parent version of the Multidimensional School Climate Questionnaire (MSCQ), a multi-informant and multidimensional measure of school climate recently developed and validated in Italian for a student version, by also providing evidence of measurement invariance between students and parents. Participants were 320 parents, mostly mothers, and 339 students enrolled in four middle schools in Northern Italy. The confirmatory factor analysis (CFA) showed a good fit for the expected six-dimension model (Student Support, Home-school Relations, Student Relations, Student-Teacher Relations, Educational Climate, Justice). All factors were positively correlated with each other and reported good Cronbach’s alphas and composite reliability scores (ω). Full configural and metric and partial scalar invariance were achieved between parents and students. These findings confirm that the parent version of the MSCQ is a psychometrically sound measure to assess multidimensional perceptions of school climate. Lastly, limitations and practical implications are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"243 - 247"},"PeriodicalIF":1.8000,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1828205","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2020.1828205","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT The current study aimed to test the factorial structure and psychometric properties of a parent version of the Multidimensional School Climate Questionnaire (MSCQ), a multi-informant and multidimensional measure of school climate recently developed and validated in Italian for a student version, by also providing evidence of measurement invariance between students and parents. Participants were 320 parents, mostly mothers, and 339 students enrolled in four middle schools in Northern Italy. The confirmatory factor analysis (CFA) showed a good fit for the expected six-dimension model (Student Support, Home-school Relations, Student Relations, Student-Teacher Relations, Educational Climate, Justice). All factors were positively correlated with each other and reported good Cronbach’s alphas and composite reliability scores (ω). Full configural and metric and partial scalar invariance were achieved between parents and students. These findings confirm that the parent version of the MSCQ is a psychometrically sound measure to assess multidimensional perceptions of school climate. Lastly, limitations and practical implications are discussed.
期刊介绍：
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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