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Dimensions of the Group Environment Scale.

C S Hartsough, J M Davis

    American Journal of Community Psychology
    |August 1, 1986
    PubMed
    Summary

    Student teachers found that the Group Environment Scale (GES) has multiple dimensions, not just one. This research supports a multidimensional structure for understanding group experiences in teacher training.

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    Area of Science:

    • Educational Psychology
    • Group Dynamics
    • Psychological Assessment

    Background:

    • Student teachers often participate in group consultations for mental health support.
    • Understanding the group environment is crucial for the effectiveness of these consultations.
    • Existing scales may not fully capture the nuances of group experiences in educational settings.

    Purpose of the Study:

    • To evaluate the structural validity of Moos's Group Environment Scale (GES) within the context of student teacher mental health consultation groups.
    • To determine if the GES possesses a unidimensional or multidimensional structure in this specific population.
    • To provide evidence for the concurrent validity of the GES dimensions.

    Main Methods:

    • Student teachers in yearlong mental health consultation groups completed the Group Environment Scale (GES).
    • Participants also provided semantic differential ratings of their satisfaction with the group experience.
    • Factor analysis was employed to examine the underlying structure of the GES.
    • Intercorrelations were calculated between factor composite scores and satisfaction ratings.

    Main Results:

    • Factor analysis of the GES revealed four distinct dimensions.
    • The first two dimensions aligned with Moos's hypothesized Relationship and System Maintenance/System Change factors.
    • The intercorrelations between factor scores and satisfaction ratings supported the concurrent validity of these dimensions.
    • The findings indicated a multidimensional structure for the GES.

    Conclusions:

    • The Group Environment Scale (GES) demonstrates a multidimensional structure when applied to student teacher mental health consultation groups.
    • The identified dimensions (Relationship, System Maintenance/System Change) are relevant for understanding these group experiences.
    • The study provides evidence supporting the use of a multidimensional interpretation of the GES for assessing group environments in teacher training.

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