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Psychometric Properties of the Abbreviated Version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) among Adolescents in China

Author

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  • Yanqiu Yu

    (Department of Preventive Medicine and Health Education, School of Public Health, Fudan University, Shanghai 200030, China
    Key Laboratory of Public Health Safety, Fudan University, Shanghai 200030, China)

  • Joyce Hoi-Yuk Ng

    (Center for Health Behaviours Research, Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong SAR, China)

  • Anise M. S. Wu

    (Department of Psychology, Faculty of Social Sciences, University of Macau, Macao, China
    Centre for Cognitive and Brain Sciences, Institute of Collaborative Innovation, University of Macau, Macao, China)

  • Juliet Honglei Chen

    (Department of Psychology, Zhejiang Sci-Tech University, Hangzhou 311100, China)

  • Deborah Baofeng Wang

    (Zhejiang Provincial Clinical Research Center for Mental Disorders, The Affiliated Wenzhou Kangning Hospital, Wenzhou Medical University, Wenzhou 325000, China)

  • Guohua Zhang

    (School of Mental Health, Wenzhou Medical University, Wenzhou 325000, China)

  • Mengni Du

    (Teaching and Research Center, Bureau of Education, Linhai 317000, China)

  • Dajin Du

    (Zhejiang Provincial Clinical Research Center for Mental Disorders, The Affiliated Wenzhou Kangning Hospital, Wenzhou Medical University, Wenzhou 325000, China)

  • Mingxuan Du

    (School of Mental Health, Wenzhou Medical University, Wenzhou 325000, China)

  • Joseph T. F. Lau

    (School of Mental Health, Wenzhou Medical University, Wenzhou 325000, China
    Teaching and Research Center, Bureau of Education, Linhai 317000, China
    School of Public Health, Zhejiang University, Hangzhou 311100, China)

Abstract

School climate and school identification are two distinct yet closely interrelated components of school environment; both are associated with adolescents’ multiple health behavioral changes. The 15-item Abbreviated version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) and its 5-factor model simultaneously and separately assess these two constructs. This study validated the Chinese version of SCASIM-St15 among 1108 students from junior middle schools, senior middle schools, and vocational high schools in Taizhou city, Zhejiang, China, via an anonymous, self-administered cross-sectional survey. Confirmatory factor analysis supports the 5-factor model of the original SCASIM-St15 with a satisfactory model fit. Its four factors (i.e., student–student relations, staff–student relations, academic emphasis, and shared values and approach) assess school climate; its fifth factor assesses school identification. The subscales of the SCASIM-St15 demonstrate good psychometric properties, including measurement invariance (across sex and school type), good internal consistency, an absence of floor effect, and good external validity with four external variables (depression, peer victimization, classmate support, and teacher–student relationship). However, some substantial ceiling effects were observed. The five subscales differ significantly across the school types but not between males and females. The validated SCASIM-St15 can be applied to simultaneously understand school climate/school identification among Chinese adolescents, which may greatly facilitate future related observational and intervention research.

Suggested Citation

  • Yanqiu Yu & Joyce Hoi-Yuk Ng & Anise M. S. Wu & Juliet Honglei Chen & Deborah Baofeng Wang & Guohua Zhang & Mengni Du & Dajin Du & Mingxuan Du & Joseph T. F. Lau, 2022. "Psychometric Properties of the Abbreviated Version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) among Adolescents in China," IJERPH, MDPI, vol. 19(24), pages 1-11, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:24:p:16535-:d:998204
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    References listed on IDEAS

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    1. Vikse Nicholson, Juliann & Chen, Yafan & Huang, Chien-Chung, 2018. "Children's exposure to intimate partner violence and peer bullying victimization," Children and Youth Services Review, Elsevier, vol. 91(C), pages 439-446.
    2. De Pedro, Kris Tunac & Gilreath, Tamika & Berkowitz, Ruth, 2016. "A latent class analysis of school climate among middle and high school students in California public schools," Children and Youth Services Review, Elsevier, vol. 63(C), pages 10-15.
    3. Yanqiu Yu & Phoenix Kit-han Mo & Jianxin Zhang & Jibin Li & Joseph Tak-fai Lau, 2019. "Validation of the Chinese Version of the Revised Internet Gaming Cognition Scale among Adolescents in China: Maladaptive Cognitions as Potential Determinants of Internet Gaming Disorder," IJERPH, MDPI, vol. 17(1), pages 1-12, December.
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    Cited by:

    1. José Luis Gálvez-Nieto & Karina Polanco-Levicán & Braulio Navarro-Aburto & Juan Carlos Béltran-Véliz, 2023. "Explanatory Factors of School Climate and School Identification: An Analysis of Multilevel Latent Profiles," Sustainability, MDPI, vol. 15(19), pages 1-16, September.

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