Lyons Carissa, Brown Ted, Bourke-Taylor Helen
Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing & Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia.
Aust Occup Ther J. 2018 Oct;65(5):363-375. doi: 10.1111/1440-1630.12474. Epub 2018 Apr 16.
BACKGROUND/AIM: Occupational therapists offer a unique perspective regarding the contribution of the environment to occupational performance. Therefore, a scale that measures the unique characteristics of the primary school classroom environment where children complete their daily schoolwork occupations is needed. The aim of this study was to develop and psychometrically evaluate a new teacher-report questionnaire that measures a number of environmental characteristics of primary school classrooms.
Participants (N = 117) completed the Classroom Environment Questionnaire (CEQ), which utilises a 4-point Likert scale where teachers rate 51 environmental characteristics of their classroom. Teachers also rate the extent to which they believe the physical, social, temporal, institutional and cultural classroom environmental domains contribute to students' schoolwork performance using a 10-point scale. The structural validity of the CEQ was examined using principal component analysis (PCA). Inter-item correlations were examined using Pearson r correlations, while the internal consistency of the CEQ was assessed using Cronbach's alpha.
PCA revealed the CEQ to be multidimensional, with 31 items loading onto nine viable factors, representing the unique nature of classroom environments. Based on the PCA results, 20 items were removed from the CEQ. Cronbach's alpha and correlation analysis indicated that most CEQ subsections had acceptable internal consistency (alpha range 0.70-0.82), with four subsections demonstrating a lower level of internal consistency (alpha range 0.55-0.69).
Preliminary structural validity and internal consistency analysis findings confirm that the CEQ has potential to be a useful scale for professionals wishing to examine the unique characteristics of primary school classrooms that influence the occupational performance of students. Ongoing analyses will be undertaken to further explore the CEQ's validity and reliability.
背景/目的：职业治疗师对于环境对职业表现的影响有着独特的见解。因此，需要一个量表来衡量小学课堂环境的独特特征，孩子们在这样的环境中完成他们日常的学业任务。本研究的目的是开发并从心理测量学角度评估一份新的教师报告问卷，该问卷用于测量小学教室的若干环境特征。
参与者（N = 117）完成了课堂环境问卷（CEQ），该问卷采用4点李克特量表，教师对其教室的51个环境特征进行评分。教师还使用10分制量表对他们认为教室的物理、社会、时间、制度和文化环境领域对学生学业表现的贡献程度进行评分。使用主成分分析（PCA）检验CEQ的结构效度。使用皮尔逊相关系数检验项目间的相关性，同时使用克朗巴哈系数评估CEQ的内部一致性。
主成分分析表明CEQ是多维的，31个项目加载到9个可行的因子上，代表了课堂环境的独特性质。根据主成分分析结果，从CEQ中删除了20个项目。克朗巴哈系数和相关分析表明，CEQ的大多数子部分具有可接受的内部一致性（系数范围为0.70 - 0.82），有四个子部分的内部一致性水平较低（系数范围为0.55 - 0.69）。
初步的结构效度和内部一致性分析结果证实，对于希望研究影响学生职业表现的小学教室独特特征的专业人员而言，CEQ有潜力成为一个有用的量表。将进行进一步分析以深入探讨CEQ的效度和信度。
