Articlehybrid2015

Multilevel multitrait–multimethod latent analysis of structurally different and interchangeable raters of school climate.

59 citations0/0 files storedPsychological Assessment

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Psychometric Methodologies and Testing Bullying, Victimization, and Aggression Educational Environments and Student Outcomes

Abstract

Informant-based systems of assessment are common platforms for measuring a variety of educational and psychological constructs where the use of multiple informants is considered best practice. In many instances, structurally different informant types (e.g., students and teachers) are solicited on the basis of their unique roles with the target of measurement. The use of multiple informants provides an opportunity to evaluate the degree to which the obtained ratings are influenced by the trait of focus and extraneous sources that can be attributed to the rater. Data from a multilevel multitrait-multimethod design in which students (N = 35,565) and teachers (N = 9,112), from 340 middle schools, responded to items measuring 3 dimensions of school climate were evaluated through a multilevel correlated trait-correlated method latent variable model. Results indicated that ratings of school climate obtained by students and teachers demonstrated high levels of convergent validity, and that school-level ratings obtained by students and teachers were equitable in the assessment of teasing and bullying. Student ratings of support and structure yielded somewhat stronger evidence of convergent validity than ratings obtained by teachers as revealed by their respective trait factor loadings. This was explained in part by the higher levels of common method effects that were observed for teachers.

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References

1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 1992Alternative Ways of Assessing Model Fit 1980Significance tests and goodness of fit in the analysis of covariance structures.2000A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes.2009School Climate: Research, Policy, Practice, and Teacher Education 2008The effects of school culture and climate on student achievement 2007Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff 2000Peer harassment, psychological adjustment, and school functioning in early adolescence.

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2019School Teasing and Bullying After the Presidential Election 2017Authoritative school climate and suspension rates in middle schools: Implications for reducing the racial disparity in school discipline 2016A latent class analysis of school climate among middle and high school students in California public schools 2022Conceptual, methodological, and measurement factors that disqualify use of measurement invariance techniques to detect informant discrepancies in youth mental health assessments

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