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The Classroom Environment Questionnaire (CEQ): Development and preliminary structural validity.

Carissa Lyons1, Ted Brown1, Helen Bourke-Taylor1

  • 1Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing & Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia.

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|April 17, 2018
PubMed
Summary
This summary is machine-generated.

A new teacher-report questionnaire, the Classroom Environment Questionnaire (CEQ), was developed to measure primary school classroom environments. Preliminary analysis shows potential for assessing environmental factors impacting student occupational performance.

Keywords:
assessmentclassroomenvironmentschool-based practicevalidation

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Area of Science:

  • Occupational therapy
  • Educational psychology
  • Environmental psychology

Background:

  • Occupational therapists recognize the environment's crucial role in occupational performance.
  • A specific tool is needed to measure primary school classroom environmental characteristics.
  • Understanding these characteristics is vital for supporting children's daily schoolwork occupations.

Purpose of the Study:

  • To develop and psychometrically evaluate a new teacher-report questionnaire.
  • The questionnaire aims to measure environmental characteristics in primary school classrooms.
  • To assess the contribution of different environmental domains to student performance.

Main Methods:

  • 117 teachers completed the Classroom Environment Questionnaire (CEQ), rating 51 environmental characteristics.
  • Teachers also rated the influence of physical, social, temporal, institutional, and cultural domains on performance.
  • Structural validity was assessed using principal component analysis (PCA); internal consistency used Cronbach's alpha.

Main Results:

  • PCA identified 31 items loading onto nine factors, indicating a multidimensional structure for classroom environments.
  • 20 items were removed from the CEQ based on PCA results.
  • Most CEQ subsections demonstrated acceptable internal consistency (alpha 0.70-0.82), with four showing lower consistency (alpha 0.55-0.69).

Conclusions:

  • The CEQ shows preliminary potential as a valuable scale for professionals.
  • It can be used to examine classroom environments influencing student occupational performance.
  • Further analyses are planned to enhance the CEQ's validity and reliability.