Please use this identifier to cite or link to this item: http://hdl.handle.net/11718/21861
Full metadata record
DC FieldValueLanguage
dc.contributor.authorShukla, Kathan
dc.contributor.authorWaasdorp, Tracy E.
dc.contributor.authorJohnson, Sarah Lindstrom
dc.contributor.authorSolis, Mercedes Gabriela Orozco
dc.contributor.authorNguyen, Amanda J.
dc.contributor.authorRodríguez, Cecilia Colunga
dc.contributor.authorBradshaw, Catherine P.
dc.date.accessioned2019-05-15T03:03:23Z
dc.date.available2019-05-15T03:03:23Z
dc.date.issued2018
dc.identifier.citationShukla, K. D., Waasdorp, T. E., Lindstrom J. S., Orozco S. M. G., Nguyen, A. J., Rodriguez, C. C. & Bradshaw, C. P. (2017). Does school climate mean the same thing in the United States as in Mexico? A focus on measurement invariance. Journal of Psychoeducational Assessment. 37(1). p. 55-68. doi: https://doi.org/10.1177/0734282917731459en_US
dc.identifier.urihttp://hdl.handle.net/11718/21861
dc.description.abstractSchool climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive schools model) that includes engagement, safety, and the school environment. To examine the applicability of this school climate model in Mexico, the present study tested its measurement invariance across middle school students in the United States (n = 15,099) and Mexico (n = 2,211). Findings supported full invariance for engagement and modified-safety scales indicating that factor loadings and intercepts contributed almost equally to factor means, and scale scores were comparable across groups. Partial invariance was found for the environment scales. Results of a multigroup confirmatory factor analysis (MGCFA) consisting of all 13 school climate scales indicated significantly positive associations among all scales in the U.S. sample and among most scales in the Mexico sample. Implications of these findings are discussed.en_US
dc.publisherSageen_US
dc.subjectSchool climateen_US
dc.subjectMeasurement invarianceen_US
dc.subjectMexicoen_US
dc.subjectInternational comparisonen_US
dc.titleDoes school climate mean the same thing in the United States as in Mexico? A focus on measurement invarianceen_US
dc.title.alternativeJournal of Psychoeducational Assessmenten_US
dc.typeArticleen_US
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
Does School Climate Mean_2017.pdf
  Restricted Access
Does School Climate Mean_201794.34 kBAdobe PDFView/Open Request a copy


Items in IIMA Institutional Repository are protected by copyright, with all rights reserved, unless otherwise indicated.