Evaluating the psychometric quality of school connectedness measures: A systematic review.
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-repor...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2018-01-01
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| Series: | PLoS ONE |
| Online Access: | http://europepmc.org/articles/PMC6133283?pdf=render |
| Summary: | 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. |
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| ISSN: | 1932-6203 |