Psychometric Support of the School Climate Measure in a Large, Diverse Sample of Adolescents: A Replication and Extension
Abstract
BACKGROUND: The School Climate Measure (SCM) was developed and validated in 2010 in response to a dearth of psychometrically sound school climate instruments. This study sought to further validate the SCM on a large, diverse sample of Arizona public school adolescents (N = 20,953). METHODS: Four SCM domains (positive student‐teacher relationships, academic support, order and discipline, and physical environment) were available for the analysis. Confirmatory factor analysis and structural equation modeling were established to construct validity, and criterion‐related validity was assessed via selected Youth Risk Behavior Survey (YRBS) school safety items and self‐reported grade (GPA) point average. RESULTS: Analyses confirmed the 4 SCM school climate domains explained approximately 63% of the variance (factor loading range .45‐.92). Structural equation models fit the data well χ 2 = 14,325 (df = 293, p < .001), comparative fit index (CFI) = .951, Tuker‐Lewis index (TLI) = .952, root mean square error of approximation (RMSEA) = .05). The goodness‐of‐fit index was .940. Coefficient alphas ranged from .82 to .93. Analyses of variance with post hoc comparisons suggested the SCM domains related in hypothesized directions with the school safety items and GPA. CONCLUSIONS: Additional evidence supports the validity and reliability of the SCM. Measures, such as the SCM, can facilitate data‐driven decisions and may be incorporated into evidenced‐based processes designed to improve student outcomes.
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Addressing physical threats such as crime, violence, and injuries that make students feel safe is associated with decreased absenteeism and increased academic achievement.
“addressing physical threats (eg, crime, violence, and injuries) that make students feel safe, which in turn has been shown to be associated with decreased absenteeism and increased academic achievement.53,79,91”
From Critical connections: health and academics (2015) · cites this paper as [91]
The physical school environment indirectly influences academic achievement through the school climate.
“the physical school environment indirectly influences academic achievement through the school climate.91,92”
From Critical connections: health and academics (2015) · cites this paper as [91]
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- Authors
- Zullig, K. J., Collins, R., Ghani, N., Patton, J. M., Scott Huebner, E., & Ajamie, J.
- Affiliations
- West Virginia University (US)
- Arizona Department of Education (US)
- Miami University (US)
- Corresponding author
- Zullig, Keith J.
- Venue
- Journal of School Health
- Publisher
- Wiley
- Published
- 2014-01-14
- Volume
- 84
- Issue
- 2
- Pages
- 82-90
- ISSN
- 0022-4391 (ISSN-L)
- 1746-1561
- OpenAlex
- W1966346154
- Cited by
- 49
- References
- 35
- Citations by year
- 2026: 4 · 2025: 2 · 2024: 4 · 2022: 1 · 2021: 4 · 2020: 5 · 2019: 5 · 2018: 8 · 2017: 6 · 2016: 2 · 2015: 6 · 2014: 2
- FWCI
- 11.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of School Health (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Keywords
- school climate, psychometric validation, teacher-student relationship, academic support, student discipline, physical environment, school safety, grade point average, adolescents, public schools, Youth Risk Behavior Survey
- MeSH terms
- Adolescent, Adolescent Behavior, Arizona, Factor Analysis, Statistical, Faculty, Female, Humans, Interpersonal Relations, Male, Psychometrics, Surveys and Questionnaires, Risk-Taking, School Health Services, Social Environment, Students, Reproducibility of Results, Organizational Culture, Safety Management, Young Adult
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