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Evaluating the psychometric quality of school connectedness measures: A systematic review
Amy Hodges1, Reinie Cordier1, Annette Joosten1,2
1School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.
Introduction:
There is a need to comprehensively examine and evaluate the quality of the psychometric properties of school connectedness measures to inform school based assessment and intervention planning.
Objective:
To systematically review the literature on the psychometric properties of self-report measures of school connectedness for students aged six to 14 years.
Methods:
A systematic search of five electronic databases and gray literature was conducted. The COnsensus-based Standards for the selection of heath Measurement INstruments (COSMIN) taxonomy of measurement properties was used to evaluate the quality of studies and a pre-set psychometric criterion was used to evaluate the overall quality of psychometric properties.
Results:
The measures with the strongest psychometric properties was the School Climate Measure and the 35-item version Student Engagement Instrument exploring eight and 12 (of 15) school connectedness components respectively.
Conclusions:
The overall quality of psychometric properties was limited suggesting school connectedness measures available require further development and evaluation.
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