PSYCHOMETRIC PROPERTIES OF THE MONGOLIAN VERSION OF DELAWARE SCHOOL CLIMATE QUESTIONNAIRE (DSCQ)

Itgel Miyejav, Bayasgalan Erdenebaatar, Khajidmaa Otgonbaatar

Abstract


The Delaware School Climate Questionnaire (DSCQ), initiated by Delaware and his associates, has been utilized as a common tool to explore and evaluate school climate in different countries. The purpose of the current study was to adapt the DSCQ into Mongolian and examine its psychometric properties with a sample of 1,174 secondary school students. The results of exploratory and confirmatory factor analysis verified the uni-dimensionality of the scale and confirmed the Mongolian version of DSCQ fit the three-factor model. The Cronbach alpha value of the total scale was 0.92, whereas correlation coefficients representing convergent validity varied from 0.30 to 0.72 (p <.01). The criterion validity of the scale was determined to be 0.3 when the Mongolian language and math achievement test score was used as a criterion in concurrent validity analysis. The results suggest that the Mongolian version of the DSCQ is a valid and reliable tool to evaluate school climate in Mongolian samples.

 

Article visualizations:

Hit counter


Keywords


school climate, measurement, validity, Mongolian version

Full Text:

PDF

References


Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and psychological measurement, 45(1), 131-142. https://doi.org/10.1177/0013164485451012.

Bartlett, M. (1950). Tests of Significance in Factor Analysis. British Journal of Statistical Psychology, 3(2), 77-85. https://doi.org/10.1111/j.2044-8317.1950.tb00285.x

Bayasgalan E., Tuya B. (2020). Assessment of socio-psychological situation in schools (Master thesis).

Bear, G. G., Gaskins, C., Blank, J., & Chen, F. F. (2011). Delaware School Climate Survey—Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49(2), 157-174. https://doi.org/10.1016/j.jsp.2011.01.001

Bear, G., Yang, C., Mantz, L., Pasipanodya, E., Hearn, S., & Boyer, D. (2014). Technical manual for Delaware School Survey: Scales of school climate, bullying victimization, student engagement, and positive, punitive, and social emotional learning techniques. Delaware Positive Behavior Support (DE-PBS) and school climate transformation projects.

Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213. https://doi/10.1177/016146810911100108

Comrey, A. L., & Lee, H. B. (2013). A first course in factor analysis. Psychology Press.

Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis. Prentice-Hall.

Hamed, T. (2016). Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research. International Journal of Academic Research in Management. 5(3), 28-36. http://dx.doi.org/10.2139/ssrn.3205040

International Test Commission (2001). International Guidelines for Test Use, International Journal of Testing, 1(2), 93-114.

Jones, A., & Shindler, J. (2016). Exploring the School Climate--Student Achievement Connection: Making Sense of Why the First Precedes the Second. Educational Leadership and Administration: Teaching and Program Development, 27, 35-51.

Kline, R. B. (2005). Principles and practice of structural equation modelling. New York. Guilford Press, 10.

Marsh, H. W., Martin, A. J., & Cheng, J. H. S. (2008). A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? Journal of Educational Psychology, 100(1), 78–95. https://doi.org/10.1037/0022-0663.100.1.78

Ministry of Education and Science (2019). School Environment Risk Assessment.

Ministry of Education and Science (2023). Statistical information on the industry. https://www.meds.gov.mn/post/128815

Miyejav, I., Dorj, B., Oirov, T., & Itgel, O. (2022). Examining the Reliability and Validity of a Mongolian Version of the Student Online Learning Readiness Instrument Using Exploratory and Confirmatory Factor Analysis. Journal of University Teaching and Learning Practice, 19(5), 5. https://ro.uow.edu.au/jutlp/vol19/iss5/05

Miyejav, I., Otgonbaatar, K., & Ochir, P. (2023). Development and validation of a competence model for educational researcher in the Mongolian context. Int J Eval & Res Educ, 12(2), 601-612. https://doi.org/10.11591/ijere.v12i2.24319

National School Climate Council (2007). The school climate challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. https://nasmhpd.org/sites/default/fles/School%20Climate%20Challenge.pdf.

Otgonbaatar, K. (2021). Effectiveness of anchoring vignettes in re-evaluating self-rated social and emotional skills in mathematics. International Journal of Evaluation and Research in Education (IJERE), 10(1), 237. https://doi.org/10.11591/ijere.v10i1.20716

Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling procedures: Issues and applications. Sage publications.

Ohrbach, R., Bjorner J., Jezewski, M. (2013). Guidelines for Establishing Cultural Equival of Instruments: Developed for Translations and Protocols International RDC/TDM Consortium Network Updated May 11, 2013.

Sattler, D. N., Gruman, D. H., Enkhtur, O., Muskavage, B., & Bishkhorloo, B. (2022). School climate in Mongolia: Translation and validation of the What’s Happening in This School. Learning Environments Research, 25(2), 325-340. https://doi.org/10.1007/s10984-021-09375-w

Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338.

Tabachnick, B.G. & Fidell, L.S. (2007), Using Multivariate Statistics. NY: Allyn and Bacon.

Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in science education, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2

Way, N., Reddy, R., & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American journal of community psychology, 40, 194-213. https://doi.org/10.1007/s10464-007-9143-y

Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American journal of preventive medicine, 33(2), S130-S143. https://doi.org/10.1016/j.amepre.2007.04.011

Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in quantitative methods for psychology, 9(2), 79-94. http://dx.doi.org/10.20982/tqmp.09.2.p079




DOI: http://dx.doi.org/10.46827/ejes.v11i4.5282

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Itgel Miyejav, Bayasgalan Erdenebaatar, Khajidmaa Otgonbaatar

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).