The Classroom and School Community Inventory: Development, refinement, and validation of a self-report measure for educational research
ARTICLE
Alfred P. Rovai, Mervyn J. Wighting, Robert Lucking
Internet and Higher Education Volume 7, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
The development and validation of an instrument designated as the Classroom and School Community Inventory (CSCI) are described. Scores on both the classroom form and the school form of the CSCI possess strong content validity, construct validity, internal consistencies, and 2-week test–retest reliability. Using a sample of 341 traditional and online students, confirmatory maximum likelihood factor analysis with oblique rotation provides empirical support for the conceptual distinctions between the latent dimensions of social community and learning community in both forms and for the existence of classroom and school communities as separate but related constructs. The two factors of the classroom form account for 70.73% of the variance in the data, and the two factors of the school form account for 63.54% of the variance.
Citation
Rovai, A.P., Wighting, M.J. & Lucking, R. (2004). The Classroom and School Community Inventory: Development, refinement, and validation of a self-report measure for educational research. Internet and Higher Education, 7(4), 263-280. Elsevier Ltd. Retrieved December 9, 2023 from https://www.learntechlib.org/p/102638/.
This record was imported from
Internet and Higher Education
on January 29, 2019.
Internet and Higher Education is a publication of Elsevier.
Keywords
- Classroom Environment
- College Students
- community
- construct validity
- Content Validity
- Conventional Instruction
- distance education
- Educational Research
- educational technology
- Factor Analysis
- higher education
- Measures (Individuals)
- online courses
- Scale development
- School climate
- Self Evaluation (Groups)
- sense of community
- Social Environment
- student attitudes
- Test Construction
- Test Reliability
- Virtual Classrooms
Cited By
View References & Citations Map-
Moderation Effect of Gender on Relationship between Community of Inquiry and Perceived Learning in Blended Learning Environments
Rouhollah Khodabandelou, Habibah Ab Jalil, Wan Zah Wan Ali & Shaffe bin Mohd Daud
Contemporary Educational Technology Vol. 5, No. 3 (2014) pp. 257–271
-
Relationships between sense of community and academic achievement: A comparison among teacher preparation candidates in an online program.
Mervyn Wighting & Gail Derrick, Regent University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3507–3510
-
Sense of classroom community in online and face to face environments: An analysis of measurements between students and their instructors
Mervyn Wighting & Alfred Rovai, Regent University, United States; Robert Lucking, Old Dominion University, United States; Joan Hecht, Thomas Nelson Community College, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2497–2499
-
Research on Computer-Mediated Communication in Education: Summarizing the Past to Prepare for the Future
Stefan Hrastinski, Jönköping International Business School, Sweden
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 707–714
-
Instant Messaging Use and Its Effect on Student Participation in Online Group Work
Stefan Hrastinski, Jönköping International Business School, Sweden
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 701–706
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
