Does the Individualized Classroom Environment Questionnaire (ICEQ) measure classroom climate?

Kevin WHELDALL, Robyn BEAMAN, Magdalena Mo Ching MOK

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Data from 1,467 high school students in New South Wales schools on the Individualized Classroom Environment Questionnaire (ICEQ) were analyzed using multilevel variance components models to derive intraclass correlat ons to determine the degree to which ICEQ scores may validly be said to measure aspects of classroom climate as against individual student attitude. The results showed that the class variable accounted for large and noteworthy proportions of overall variance in all five ICEQ scales. Subsequent analyses showed that only small and nonsignificant proportions of variance were attributable to the school variable. In these terms, the ICEQ may be considered to be a relatively good measure of classroom climate. Copyright © 1999 Sage Publications, Inc.

Original languageEnglish
Pages (from-to)847-854
JournalEducational and Psychological Measurement
Volume59
Issue number5
DOIs
Publication statusPublished - 1999

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climate in the classroom
Climate
Questionnaire
Students
classroom
questionnaire
Proportion
Variance Component Model
school
New South Wales
student
Surveys and Questionnaires
Term

Citation

Wheldall, K., Beaman, R., & Mok, M. (1999). Does the Individualized Classroom Environment Questionnaire (ICEQ) measure classroom climate? Educational and Psychological Measurement, 59(5), 847-854. doi: 10.1177/00131649921970170