scholarly journals High School Students’ Environmental Attitude: Scale Development and Validation

2013 ◽  
Vol 05 (04) ◽  
Author(s):  
Ilker Ugulu
Keyword(s):  
High School ◽  
High School Students ◽  
Scale Development ◽  
Attitude Scale ◽  
Environmental Attitude ◽  
School Students ◽  
Scale Development And Validation ◽  
Development And Validation

scholarly journals Literary Curiosity Scale for Secondary Education Students: A Scale Development Study

2021 ◽  
Vol 8 (3) ◽  
pp. 209-221
Author(s):  
Nil Didem ŞİMŞEK ◽  
Fatih SONTAY
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Scale Development ◽  
Attitude Scale ◽  
Reading Level ◽  
School Students ◽  
Development Study ◽  
Reading Culture ◽  
Explained Variance

This study is an attitude scale development study that reveals high school students (9th, 10th, 11th grades) literary curiosity. It is thought that students with high literary curiosity have a reading culture. Reading culture is a reading level reached by transforming reading into a habit and critical reading skill. The scale created for this purpose is a 5-point Likert-type scale consisting of 30 items. The scales pilot study was conducted on 522 high school students in the fall semester of the 2018-2019 academic year. Exploratory factor analysis was performed to assess the construct validity of the scale. A relationship was found between the variables in the factor analysis of the items (KMO=0.955>0.60). This size was sufficient for factor analysis. As a result of the factor analysis, the variables were gathered under four factors with a total explained variance of 52.664%. The Cronbach’s Alpha (α) internal consistency coefficient for the scale items was found to be 0.945. According to the scale and test-retest findings, the scale scores differed in the bottom 27% and top 27% groups. Therefore, the literary curiosity scale was found out to be a valid and reliable instrument considering the alpha for reliability, the explained variance value, and the factor loads.

scholarly journals The relationship between the perceived class climate, motivation for achievement and school success among elementary and high school students

2019 ◽  
Vol 51 (2) ◽  
pp. 426-460
Author(s):  
Irina Milosevic ◽  
Ruzenka Simonji-Cernak
Keyword(s):  
High School ◽  
High School Students ◽  
School Success ◽  
Attitude Scale ◽  
Three Dimensions ◽  
School Students ◽  
Class Climate ◽  
Positive Correlations ◽  
The Relationship

The aim of this research is to determine the correlation between perceived class climate, motivation for achievement and school success among elementary and high school students. The research was conducted on a sample of 400 subjects. The instrument used for class climate survey is an Attitude scale, created as the combination of two instruments for measuring class climate. The MOP/D scale was used to survey motivation for achievement. The obtained results show that the quality of the overall class climate is not high, while the scores on the three dimensions of the class climate indicate that the students perceive Class Cohesion as the most favourable one, then the Teachers? Support and finally the Order and the Organisation. Significant differences in perceptions of class climate were found concerning age. Significant differences in perceptions of climate (both in the overall and in the Teachers? Support dimension) were also found with respect to the gender of the students. The findings indicate low positive correlations between perceived class climate and the motivation for achievement, and also between school success and the motivation for achievement. No correlation was found between the perceived class climate and school success. More detailed research shows that the climate dimensions Teachers? Support and Order and Organisation are significant predictors of the overall motivation for achievement and the Learning dimension, and that they are positively correlated. Learning and Persistence, the dimensions of the motivation for achievement, were found to be significant predictors of school success. A perceived class climate did not prove to be a significant predictor of school success, except for the Class Cohesion dimension, only on the subsample of high school students.

Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire

2013 ◽  
Vol 16 (1) ◽  
pp. 47-66 ◽  
Author(s):  
Jill Aldridge ◽  
Kate Ala’I
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Effective Schools ◽  
Extensive Review ◽  
School Students ◽  
Validated Questionnaires ◽  
Multi Stage ◽  
Perceptions Of Bullying ◽  
Development And Validation

This article describes the development and validation of a six-scale survey to assess school climate in terms of students’ perceptions of the degree to which they feel welcome and connected, together with a scale to assess students’ perceptions of bullying. The development of each survey involved a multi-stage approach, including: 1) an extensive review of research related to school climate to identify components that can be considered important for effective schools made up of diverse students; 2) elucidating the scales identified in step one; and 3) writing individual items within the scales. Items from previously validated questionnaires were examined and, if appropriate, adapted. We used Trochim and Donnelly’s (2006) framework for construct validity to guide the validation of the new questionnaire. When the questionnaire was administered to a sample of 4067 high school students from eight schools, various statistical analyses ensured the questionnaire’s discriminant, convergent, concurrent and predictive validity.

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