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dc.contributor.authorFraser, Barry
dc.contributor.authorMcLure, Felicity
dc.contributor.authorKoul, Rekha
dc.date.accessioned2020-09-02T00:22:24Z
dc.date.available2020-09-02T00:22:24Z
dc.date.issued2020
dc.identifier.citationFraser, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/80834
dc.identifier.doi10.1007/s10984-020-09316-z
dc.description.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.

dc.publisherSpringer Nature
dc.relation.sponsoredbyhttp://purl.org/au-research/grants/arc/DP180103259
dc.subjectSTEM Education
dc.subjectAttitudes
dc.subjectClassroom Emotional Climate
dc.subjectEmotions
dc.subjectLearning Environments
dc.titleAssessing Classroom Emotional Climate in STEM classrooms: developing and validating a questionnaire
dc.typeJournal Article
dcterms.source.issn1573-1855
dcterms.source.titleLearning Environments Research
dc.date.updated2020-09-02T00:22:23Z
curtin.note

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.

curtin.departmentSchool of Education
curtin.departmentHumanities International
curtin.accessStatusOpen access
curtin.facultyFaculty of Humanities
curtin.contributor.orcidMcLure, Felicity [0000-0003-3664-9146]
curtin.contributor.orcidFraser, Barry [0000-0003-1026-9495]
curtin.contributor.orcidKoul, Rekha [0000-0002-7356-0370]
dcterms.source.eissn1573-1855
curtin.contributor.scopusauthoridMcLure, Felicity [15125883100] [57203086802]
curtin.contributor.scopusauthoridFraser, Barry [56936515900]


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