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

Yanqiu Yu, Joyce Hoi-Yuk Ng, Anise M. S. Wu, Juliet Honglei Chen, Deborah Baofeng Wang, Guohua Zhang, Mengni Du, Dajin Du, Mingxuan Du and Joseph T. F. Lau ()
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Yanqiu Yu: Department of Preventive Medicine and Health Education, School of Public Health, 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
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

IJERPH, 2022, vol. 19, issue 24, 1-11

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.

Keywords: school climate; school identification; validation; psychometric properties; China; adolescents (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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