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    Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire

    80893.pdf (699.0Kb)
    Access Status
    Open access
    Authors
    Fraser, Barry
    McLure, Felicity
    Koul, Rekha
    Date
    2020
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Fraser, B.J. and McLure, F. and Koul, R. 2020. Assessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire. Learning Environments Research. 24.
    Source Title
    Learning Environments Research
    DOI
    10.1007/s10984-020-09316-z
    ISSN
    1573-1855
    Faculty
    Faculty of Humanities
    School
    School of Education
    Humanities International
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/DP180103259
    Remarks

    This is a post-peer-review, pre-copyedit version of an article published in Learning Environments Research. The final authenticated version is available online at: http://doi.org/10.1007/s10984-020-09316-z.

    URI
    http://hdl.handle.net/20.500.11937/80834
    Collection
    • Curtin Research Publications
    Abstract

    © 2020, Springer Nature B.V.

    In an attempt to engage more students in Science, Technology, Engineering and Mathematics (STEM) subjects, schools are encouraged by STEM educators and professionals to introduce students to STEM through projects which integrate skills from each of the STEM disciplines. Because little is known about the learning environment of STEM classrooms, we developed and validated a Classroom Emotional Climate (CEC) questionnaire. Initially, the questionnaire was pilot tested with six focus groups of students from three schools to obtain feedback to incorporate into a revision of the CEC. Next, the modified CEC questionnaire was administered to 698 students participating in STEM activities in 57 classes in 20 schools. Exploratory factor analysis (principal component analysis) led to reduction of the CEC to 41 items in seven dimensions: Consolidation, Collaboration, Control, Motivation, Care, Challenge and Clarity. The structure of the CEC was then further explored using confirmatory factor analysis. Internal consistency reliability, concurrent validity (ability to differentiate between classrooms), discriminant validity (scale intercorrelations) and predictive validity (associated with student attitudes) were satisfactory. Finally, Rasch analysis of data for each dimension revealed good model fit and unidimensionality of the items describing each latent variable.

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