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dc.contributor.authorHodges, A.
dc.contributor.authorCordier, Reinie
dc.contributor.authorJoosten, Annette
dc.contributor.authorBourke-Taylor, H.
dc.contributor.authorSpeyer, R.
dc.identifier.citationHodges, A. and Cordier, R. and Joosten, A. and Bourke-Taylor, H. and Speyer, R. 2018. Evaluating the psychometric quality of school connectedness measures: A systematic review. PLoS ONE. 13 (9): Article ID e0203373.

Introduction: There is a need to comprehensively examine and evaluate the quality of the psychometric properties of school connectedness measures to inform school based assessment and intervention planning. Objective: To systematically review the literature on the psychometric properties of self-report measures of school connectedness for students aged six to 14 years. Methods: A systematic search of five electronic databases and gray literature was conducted. The COnsensus-based Standards for the selection of heath Measurement INstruments (COSMIN) taxonomy of measurement properties was used to evaluate the quality of studies and a pre-set psychometric criterion was used to evaluate the overall quality of psychometric properties. Results: The measures with the strongest psychometric properties was the School Climate Measure and the 35-item version Student Engagement Instrument exploring eight and 12 (of 15) school connectedness components respectively. Conclusions: The overall quality of psychometric properties was limited suggesting school connectedness measures available require further development and evaluation.

dc.publisherPublic Library of Science
dc.titleEvaluating the psychometric quality of school connectedness measures: A systematic review
dc.typeJournal Article
dcterms.source.titlePLoS ONE
curtin.departmentSchool of Occupational Therapy, Social Work and Speech Pathology
curtin.accessStatusOpen access

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