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Classroom Environment Scales
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About Classroom Environment Scales
Scale Name
Classroom Environment Scales
Author Details
Paul Kelly
Translation Availability
Background/Description
The Classroom Environment scales refer to a set of measures used to assess the physical and psychological aspects of a classroom setting, such as its level of support, involvement, organization, teacher influence, and task orientation. In Paul Kelly’s thesis, these scales were developed by adapting and combining the dimensions of several existing classroom environment instruments, including the What Is Happening In this Class (WIHIC) survey, the Individualized Classroom Environment Questionnaire (ICEQ), and the Personal and Mastery Orientation (PALS) questionnaire.
The resulting scales were then administered to students to examine their potential effects on their academic motivation, engagement, and achievement. The Classroom Environment scales are based on the belief that a positive classroom environment is essential for effective learning and can help foster student interest, curiosity, and academic self-concept.
Administration, Scoring and Interpretation
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Reliability and Validity
In terms of reliability, internal consistency (alpha reliability) of the scales was assessed and reported in Table 4.4 on page 85. The results indicated high levels of internal consistency (alpha coefficients ranging from .85-.94) for both student and teacher versions of the instrument. Test-retest reliability was also assessed and reported in Chapter 9 on page 196 using the Intraclass Correlation Coefficient (ICC), but the results were not consistent.
In terms of validity, several types of validity evidence were reported, including content validity, criterion-related validity, construct validity, and predictive validity. For example, Table 2.2 on page 23 shows the classification of the scales according to Moos’s environmental dimensions, providing evidence of content validity. Criterion-related validity was examined using correlations between the Classroom Environment scales and outcome scales (Table 5.1 on page 106).
Construct validity was established through factor analysis of the scales (Table 4.2 on page 83), which revealed seven distinct factors. Predictive validity was assessed by examining the extent to which the Classroom Environment scales predicted outcomes such as student motivation and achievement (e.g., Tables 5.2 and 5.3 on pages 107-108). Overall, the evidence suggests that the Classroom Environment scales are a reliable and valid measure of the classroom environment that can be used to predict important educational outcomes.
Available Versions
52-Items (Student Version)
47-Items (Teacher Version)
Reference
Kelly, P. (2010). School and classroom environment of a small Catholic secondary school (Doctoral dissertation, Australian Catholic University).
Important Link
Scale File:
Frequently Asked Questions
Q: What are the Classroom Environment scales?
A: The Classroom Environment scales refer to a set of measures used to assess the physical and psychological aspects of a classroom setting, such as its level of support, involvement, organization, teacher influence, and task orientation.
Q: What is the purpose of the Classroom Environment scales?
A: The purpose of the Classroom Environment scales is to provide educators and researchers with a valid and reliable measure of the classroom environment that can be used to predict important educational outcomes such as student motivation and achievement.
Q: What types of validity evidence support the Classroom Environment scales?
A: Several types of validity evidence support the Classroom Environment scales, including content validity, criterion-related validity, construct validity, and predictive validity.
Q: Are the Classroom Environment scales reliable?
A: Yes, the internal consistency (alpha reliability) of the scales was found to be high (alpha coefficients ranging from .85-.94) for both student and teacher versions of the instrument.
Q: Can the Classroom Environment scales be used for different grade levels or subjects?
A: While the Classroom Environment scales were developed and validated for use in secondary schools, the concepts and items used in the instrument may be adapted for use in different grade levels or subjects. However, this would require some modification and validation to ensure the instrument is still reliable and valid for the new context.
Q: Are there other instruments that measure the same constructs as the Classroom Environment scales?
A: Yes, there are other instruments that assess similar constructs such as the What Is Happening In this Class (WIHIC) survey, the Individualized Classroom Environment Questionnaire (ICEQ), and the Personal and Mastery Orientation (PALS) questionnaire. However, the Classroom Environment scales are unique in their combined focus on multiple dimensions of the classroom environment.
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