The classmaps survey: A measure of middle school science students' perceptions of classroom characteristics

Beth Doll, Robert A. Spies, Allison Champion, Chelsie Guerrero, Kadie Dooley, April Turner

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

This study examined the structure, internal consistency, and construct validity of the ClassMaps Survey, a measure of classroom characteristics that are related to students' resilience and classroom success. Participants were 1,019 fifth- through eighth-grade science students who completed the ClassMaps Survey, a survey describing their classroom engagement, and three surveys describing their attitudes about science learning after being in their science class for 6 months. Results confirmed that the survey's items factored into the predicted subscales and that the subscales' internal consistency was adequate. Although significant grade and gender effects were noted, the effect sizes were uniformly small. Subscales of the ClassMaps Survey correlated as predicted with the four additional scales. Results suggest that the ClassMaps Survey is a promising measure of the characteristics of classrooms that promote resilience.

Original languageEnglish (US)
Pages (from-to)338-348
Number of pages11
JournalJournal of Psychoeducational Assessment
Volume28
Issue number4
DOIs
StatePublished - Aug 1 2010
Externally publishedYes

Keywords

  • Classroom autonomy
  • Classroom learning environments
  • Classroom relationships
  • Middle level science

ASJC Scopus subject areas

  • Education
  • Clinical Psychology
  • Psychology(all)

Fingerprint Dive into the research topics of 'The classmaps survey: A measure of middle school science students' perceptions of classroom characteristics'. Together they form a unique fingerprint.

  • Cite this