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[A questionnaire to assess school social climate]
María Victoria Trianes1, M J Blanca, L de la Morena
1Facultad de Psicología, Universidad de Málaga, Spain. triatorr@uma.es
Psicothema
|February 14, 2007
Summary
This study introduces the CECSCE, a new school social climate questionnaire. Findings reveal gender differences and correlations with social behavior, offering valuable insights for educational psychology.
Area of Science:
- Educational Psychology
- Social Psychology
- Psychometrics
Background:
- Assessing school social climate is crucial for student well-being and academic success.
- Existing instruments may not fully capture the nuances of school social dynamics.
- The California School Climate and Safety Survey provides a foundation for developing targeted assessment tools.
Purpose of the Study:
- To present and validate a new questionnaire, the CECSCE (Cuestionario de Clima Escolar y Clima Social en Centros Educativos), for assessing school social climate.
- To examine the factorial structure, reliability, and validity of the CECSCE.
- To investigate gender and educational level differences in school social climate as measured by the CECSCE.
Main Methods:
- Development of the CECSCE using items from The California School Climate and Safety Survey.
- Factor analysis (Oblimin rotation) to determine the underlying structure of the questionnaire.
- Test-retest reliability assessment over a 9-month interval.
- Correlational analysis with the Merrell School Social Behaviour Scales to establish concurrent validity.
Main Results:
- The CECSCE demonstrated a stable two-factor Oblimin structure: 'school-related' and 'teaching staff-related' social climate.
- Both factors explained a significant portion of the variance (54.2% and 45.6%, respectively).
- Acceptable test-retest reliability (r=0.61) was observed after 9 months.
- Significant gender differences favored girls.
- The school social climate varied by educational level, with higher scores in earlier grades.
- The 'teaching staff-related' factor positively correlated with social competence and negatively with antisocial behaviors.
Conclusions:
- The CECSCE is a reliable and valid instrument for assessing school social climate.
- The findings highlight the importance of gender and educational level in shaping students' perceptions of their school environment.
- The CECSCE's factors relate to broader social competence and behavioral patterns, underscoring its utility in applied settings.
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