The stability of elementary school contexts from kindergarten to third grade.
The stability of elementary school contexts from kindergarten to third grade.
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DOI：
10.1016/j.jsp.2015.05.002
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发表时间：
2015-08
影响因子：
5
通讯作者：
Aber JL
中科院分区：
文献类型：
--
作者：
Lowenstein AE;Wolf S;Gershoff ET;Sexton HR;Raver CC;Aber JL
几十年来，学校环境的性质和测量一直是社区、发展和学校心理学关注的焦点。在本文中，我们测试了六个小学环境因素随时间的稳定性，使用具有全国代表性的学校纵向样本，来自幼儿纵向研究，1998-1999年幼儿园班级（ECLS-K），并将系统理论作为概念框架。验证性因子分析和测量等效性检验显示，幼儿园、一年级和三年级的学校压力、学校安全措施、学校学习成绩、学校教学资源、积极的学校氛围和学校暴力与犯罪六个潜在因素对数据的拟合程度相同。这些因素在小学早期阶段高度稳定，标准化稳定系数从。87到。从幼儿园到一年级。71对。一年级和三年级之间是98分。随着时间的推移，两组稳定系数的等效性也被发现。稳定性系数的大小和等效性对模型中包含的五个关键外生学校特征作为协变量都是稳健的。结果表明，随着时间的推移，小学环境非常稳定，并阐明了在检查学校环境与儿童学业和发展轨迹之间联系的分析中处理学校水平措施的方法学考虑。
The nature and measurement of school contexts have been foci of interest in community, developmental, and school psychology for decades. In this paper, we tested the stability of six elementary school-context factors over time, using a nationally representative and longitudinal sample of schools from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K), and systems theories as a conceptual framework. Confirmatory factor analyses and tests of measurement equivalence revealed that six latent factors fit the data equally well across kindergarten, first grade, and third grade: school strain, school safety practices, school academic performance, school instructional resources, positive school climate, and school violence and crime. The factors were highly stable across the early elementary school years, with standardized stability coefficients ranging from .87 to .99 between kindergarten and first grade and from .71 to .98 between first and third grades. Equivalence in the two sets of stability coefficients was also found across time. Both the magnitude and equivalence of the stability coefficients were robust to the inclusion of five key exogenous school characteristics as covariates in the model. Results suggest that elementary school contexts are remarkably stable over time and shed light on methodological considerations regarding the treatment of school-level measures in analyses that examine links between school context and children’s academic and developmental trajectories.
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影响因子：
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