Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for FREE ACCESS to this landmark database

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Mok, M. M. C.
Right arrow Articles by Mcdonald, R. P.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?

Quality of School Life: A Scale to Measure Student Experience or School Climate?

Magdalena M. C. Mok

Macquarie University

Roderick P. Mcdonald

University of Illinois

The purpose of this study was to examine school (institutional) influences on the latent structure of the seven subscales of the Quality of School Life scale, a measure of school life at the student level. A total of 5,932 twelfth-year students (3,048 males and 2,884 females) enrolled in 50 Australian parochial schools were administered the instrument. Structural equation models were fit to the subscales and the subsequent variance component analysis revealed that only about 2%-3% of the variances were explained by between-school differences. As predicted, results of two-level factor analyses supported the findings that the school level has only a small effect on the factor structure of the items making up the scales.

Educational and Psychological Measurement, Vol. 54, No. 2, 483-495 (1994)
DOI: 10.1177/0013164494054002023
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 Educational and Psychological MeasurementHome page
M. L. van Horn
Assessing the Unit of Measurement for School Climate through Psychometric and Outcome Analyses of the School Climate Survey
Educational and Psychological Measurement, December 1, 2003; 63(6): 1002 - 1019.
[Abstract] [PDF]

Home page
 Health Educ ResHome page
A. S. Birnbaum, L. A. Lytle, P. J. Hannan, D. M. Murray, C. L. Perry, and J. L. Forster
School functioning and violent behavior among young adolescents: a contextual analysis
Health Educ. Res., June 1, 2003; 18(3): 389 - 403.
[Abstract] [Full Text] [PDF]

Home page
 Educational and Psychological MeasurementHome page
K. Wheldall, R. Beaman, and M. Mok
Does the Individualized Classroom Environment Questionnaire (Iceq) Measure Classroom Climate?
Educational and Psychological Measurement, October 1, 1999; 59(5): 847 - 854.
[Abstract] [PDF]