Perceived Classroom Responsibility Climate Questionnaire: A new scale

• Javier Fernández-Río ^[1] ; Jose A. Cecchini ^[1] ; Juan Andrés Merino-Barrero ^[2] ; Alfonso Valero-Valenzuela ^[3]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] Universidad Internacional de La Rioja

     Universidad Internacional de La Rioja

     Logroño, España

     
  3. [3] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     

  Mostrar afiliaciones +
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 31, Nº. 4, 2019, págs. 475-481
• Idioma: inglés
• DOI: 10.7334/psicothema2019.76
• Títulos paralelos:
  • Evaluación del Clima de Responsabilidad Percibida en el Aula: una nueva escala
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    Evaluación del Clima de Responsabilidad Percibida en el Aula: una nueva escala. Antecedentes: la ausencia de instrumentos de medida ha llevado a plantear el objetivo de desarrollar y validar una escala sobre el clima de responsabilidad de aula promovido por docente y estudiantes en las diferentes materias educativas. Método: participaron 810 estudiantes de Educación Secundaria Obligatoria. Los datos se obtuvieron de tres materias diferentes: Matemáticas (n = 240; 118 mujeres; 13.10 ± 1.07 años), Lengua Castellana y Literatura (n = 318; 169 mujeres; 13.37 ± 1.03 años) y Educación Física (n = 252; 112 mujeres; 13.23 ± .99 años). Una primera versión del cuestionario fue sometida a un triple proceso de depuración: a) Juicio de expertos (n = 8), b) Estudio piloto uno (n = 100) para valorar la adecuación comprensiva, y c) Estudio piloto dos (n = 300) análisis factorial exploratorio. Resultados: consta de dos subescalas: clima desarrollado por el docente y por los compañeros. Los análisis factoriales confirmatorios mostraron que todos los índices de ajuste eran aceptables. Conclusiones: el instrumento mostró una adecuada validez convergente, discriminante y concurrente que completa a otros instrumentos ya existentes, siendo adecuado su uso en las diferentes materias del currículum de Secundaria para valorar el clima de responsabilidad promovido por docente y estudiantes

  • English

    Background: Given the lack of measuring instruments, we aimed to develop and validate a scale to assess the classroom responsibility climate fostered by the teacher and the students in different school subject lessons. Method: 810 students from all secondary education years agreed to participate. Data were obtained from three different subjects: Mathematics (n = 240; 118 female, 13.10 ± 1.07 years), Spanish Language and Literature (n = 318; 169 female 13.37 ± 1.03 years) and Physical Education (n = 252, 112 female, 13.23 ± .99 years). The first version of the questionnaire underwent a three-phase refining process: a) Assessment by experts (n = 8), b) Pilot study one (n = 100) to assess comprehensive adequacy, and c) Pilot study two (n = 300), an exploratory factor analysis. Results: the instrument consists of two factors: climate generated by the teacher and by the students. Confirmatory factor analyses showed that all fit indices were acceptable. Conclusion: the instrument presented adequate convergent, discriminant and concurrent validity and completes other existing tools, being suitable for use in the different secondary school subjects to assess the responsibility climate produced by the teacher and students

• Referencias bibliográficas
  • Agiasotelis, E., Digelidis, N., Koutelidas, A., & Syrmpas, I. (2017). Personal and Social Responsibility, Goal Orientations and Motivational...
  • Allodi, M.W. (2010). The meaning of social climate of learning environment: Some reasons why we do not care enough about it. Learning Environments...
  • Avant, T. S., Gazelle, H., & Faldowski, R. (2011). Classroom emotional climate as a moderator of anxious solitary children’s longitudinal...
  • Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Psychology, 3, 77-85. doi:10.1111/j.2044-8317.1950.tb00285.x
  • Behzadnia, B., Adachi, P. J. C., Deci, E. L., & Mohammadzadeh, H. (2018). Associations between students’ perceptions of physical education...
  • Bollen, K. A. (1989). Structural equations with latent variables. New York: John Wiley.
  • Byrne, B.M. (1998). Structural Equation Modeling with LISREL, PRELIS, and SIMPLIS: Basic applications and programs. NJ: Erlbaum.
  • Byrne, B.M. (2008). Testing for multigroup equivalence of a measuring instrument: A walk through the process. Psicothema, 20, 872-882.
  • Byrne, B.M., & van de Vijver, F., J. R. (2017). The maximum likelihood alignment approach to testing for approximate measurement invariance:...
  • Caballero, P. (2015). Design, implementation and assessment of an outdoor activities programme to promote personal and social responsibility...
  • Cabrera, P., & Galán, E. (2002). Satisfacción escolar y rendimiento académico [Scholar satisfaction and academic performance]. Revista...
  • Carbonero, M.A., Martín-Antón, L. J., Monsalvo, E., & Valdivieso, J. A. (2015). School performance and personal attitudes and social responsibility...
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling,...
  • Courel-Ibáñez, J., Sánchez-Alcaraz, B.J., Gómez-Mármol, A., Valero-Valenzuela, A., & Moreno-Murcia, J.A. (2019). The moderating role of...
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and selfdetermination in human behavior. New York: Plenum.
  • Elosúa, P.(2005). Progressive way in strict factorial invariance. Psicothema, 17(2), 356-362.
  • Escartí, A., Gutiérrez, M., Pascual, C., & Llopis, R. (2010). Implementation of the Personal and Social Responsibility model to improve...
  • Escartí, A., Gutiérrez, M., Pascual, C. Marín, D., Martínez, C., & Chacón, Y. (2006). Teaching personal and social responsibility to a...
  • Escartí, A., Pascual C. & Gutiérrez M. (2011). Psychometric properties of the Spanish veersion of the personal and social responsibility...
  • Escartí, A., Wright, P. M., Pascual, C., & Gutiérrez, M. (2015). Tool for assesing responsability based education (TARE) 2.0: Instrument...
  • Fornell, C., & Larcker, D. (1981). Structural equation models with unobservable variables and measurement error. Journal of Marketing...
  • Fraser, B.J., Aldridge, J. M., & Adolphe, F. S. G. (2010). A cross-national study of secondary science classroom environments in Australia...
  • García, O.M., Ciges, A. S., & Peiro, P. E. (2016). Possibilities and limits to build an institutional culture from the classroom practices...
  • Gutiérrez, M., Escartí, A., & Pascual, C. (2011). Relationships among empathy, prosocial behavior, aggressiveness, self-efficacy and pupils’...
  • Hair, J., Black, B., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis. Upper Saddle River. NJ: Prentice-Hall.
  • Hellison, D.(2011). Teaching personal and social responsibility through physical activity (3rd ed.). Champaign, IL: Human Kinetics.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives....
  • Li, W., Wright, P., Rukavina, P. B., & Pickering, M. (2008). Measuring students’ perceptions of personal and social responsibility and...
  • Marsh, H.W. (1993). The multidimensional structure of physical fitness: Invariance over gender and age. Research Quarterly for Exercise and...
  • Martíns, P., Rosado, A., Ferreira, V., & Biscaia, R. (2015). Examining the validity of the personal-social responsibility questionnaire...
  • Méndez-Giménez, A., Cecchini-Estrada, J.A., & Fernández-Río (2018). A multi-theoretical approach of the students’ motivational profiles...
  • Menéndez, J. I., & Fernández-Río, J. (2016). Violence, responsibility, friendship and basic psychological needs: Effects of a Sport Education...
  • Merino-Barrero, J.A., Valero-Valenzuela, A., & Belando Pedreño, N. (in press). Self-determinated psychosocial consequences through the...
  • Monsalvo, E.(2012). Escala de Evaluación de las Actitudes de Responsabilidad Social en Alumnos de Educación Primaria (EARSA-P) [Scale of Evaluation...
  • Morales, P., Urosa, B., & Blanco, B. (2003). Construcción de escalas de actitudes tipo Likert. Una guía práctica [Construction of Likert...
  • Moreno, J.A., Vera, J. A., & Cervelló, E. (2006). Evaluación participativa y responsabilidad en Educación Física [Participative assessment...
  • Muñiz, J.(2005). Utilización de los tests [Use of the tests]. En J. Muñiz, A.M. Fidalgo, E.García-Cueto, R. Martínez y R. Moreno (Eds.), Análisis...
  • Muñiz, J., & Fonseca, E. (2019). Diez pasos para la construcción de un test [Ten steps for test development]. Psicothema, 31(1), 7-16....
  • Muthén, B., & Kaplan, D. (1985). A comparison of some methodologies for the factor analysis of non-normal Likert variables. British Journal...
  • Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
  • Rowe, E.W., Kim, S., Baker, J. A., Kamphaus, R. W., & Horne, A. M. (2010). Student personal perception of classroom climate: Exploratory...
  • Sandoval, M.(2014). Convivencia y clima escolar: Claves de la gestión del conocimiento [Coexistence and school environment knowledge management...
  • Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for momento structure analysis. Psychometrika, 66(4),...
  • Suárez, J., Pedrosa, I., Lozano, L., García-Cueto, E., Cuesta, M., & Muñiz, J. (2018). Using reversed items in Likert scales: A questionable...
  • Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances In Experimental Social Psychology, 29,...
  • Vera, J.A., & Moreno, J. A. (2008). La enseñanza de la responsabilidad en el aula de educación física escolar [The teaching of responsibility...
  • Watson, D.L., Newton, M., & Kim, M. (2003). Recognition of valuesbased constructs in a summer physical activity program. The Urban Review,...
  • Wentzel, K.R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational...
  • Wright, P.M., & Craig, M. W. (2011). Tool for assessing responsibilitybased education (TARE): Instrument development, content validity...
  • Wright, P.M., & Craig, M. W. (2011). Tool for assessing responsibilitybased education (TARE): Instrument development, content validity...
  • Yoneyama, S., & Rigby, K. (2006). Bully/victim students & classroom climate. Youth Studies Australia, 25(3), 34-41.