skip navigation

LIBRARY

Abstract Database

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

To download this abstract, check the box next to the NCJ number then click the "Back To Search Results" link. Then, click the "Download" button on the Search Results page. Also see the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 249655 Find in a Library
Title: Multilevel Factor Structure and Concurrent Validity of the Teacher Version of the Authoritative School Climate Survey
Journal: Journal of School Health  Volume:85  Issue:12  Dated:December 2015  Pages:843-851
Author(s): F. L. Huang; D. G. Cornell; T. Konold; J. P. Meyer; A. Lacey; E. K. Nekvasil; A. Heilbrun; K. D. Shukla
Date Published: December 2015
Page Count: 9
Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
Grant Number: 2012-JF-FX-0062
Document: PDF
Type: Report (Grant Sponsored); Report (Study/Research); Research (Applied/Empirical); Survey
Format: Article; Document (Online)
Language: English
Country: United States of America
Annotation: A teacher version of the Authoritative School Climate Survey (ASCS) was administered to a statewide sample of 9,099 7th- and 8th-grade teachers from 366 schools, in order to test the authoritative school climate theory, which hypothesizes that a positive school climate is characterized by high levels of disciplinary structure and student support.
Abstract: School climate is well recognized as an important influence on student behavior and adjustment to school, but there is a need for theory-guided measures that make use of teacher perspectives. Based on ASCS data, the current study used exploratory and multilevel confirmatory factor analyses (MCFA) that accounted for the nested data structure and allowed for the modeling of the factor structures at two levels. Multilevel confirmatory factor analyses conducted on both an exploratory (N = 4422) and a confirmatory sample (N = 4677) showed good support for the factor structures investigated. Factor correlations at two levels indicated that schools with greater levels of disciplinary structure and student support had higher student engagement, less teasing and bullying, and lower student aggression toward teachers. The study concludes that the teacher version of the ASCS can be used to assess two key domains of school climate and associated measures of student engagement and aggression toward peers and teachers. (Publisher abstract modified)
Main Term(s): Juveniles
Index Term(s): behavioral support; Bullying; Crime prevention measures; OJJDP grant-related documents; OJJDP Resources; school climate; School discipline; School influences on crime; School security
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=271801

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.