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Perceived Classroom Responsibility Climate Questionnaire: A new scale.

Javier Fernández-Río1, Jose A Cecchini, Juan A Merino-Barrero

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This summary is machine-generated.

A new scale was developed to measure classroom responsibility climate, assessing both teacher and student contributions. This validated instrument is suitable for use across various secondary school subjects.

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Area of Science:

  • Educational Psychology
  • Classroom Environment Research

Background:

  • Lack of validated instruments to measure classroom responsibility climate.
  • Need for a tool to assess teacher and student roles in fostering responsibility.

Purpose of the Study:

  • To develop and validate a scale for assessing classroom responsibility climate.
  • To evaluate the instrument's psychometric properties across different school subjects.

Main Methods:

  • A scale was developed and refined through expert assessment and two pilot studies.
  • Data collected from 810 secondary students across Mathematics, Spanish, and Physical Education.
  • Exploratory and confirmatory factor analyses were conducted.

Main Results:

  • The scale comprises two factors: teacher-generated climate and student-generated climate.
  • Confirmatory factor analyses indicated acceptable fit indices.
  • The instrument demonstrated adequate convergent, discriminant, and concurrent validity.

Conclusions:

  • The developed scale is a valid and reliable tool for assessing classroom responsibility climate.
  • The instrument complements existing tools and is applicable across secondary school subjects.
  • It provides a means to evaluate the responsibility climate fostered by both teachers and students.