Construction and initial validation of the DECCS Questionnaire to assess how students deal with emotionally challenging classroom situations (Grades 4-7).

Autor/inn/en	Schlesier, Juliane; Raufelder, Diana; Moschner, Barbara
Titel	Construction and initial validation of the DECCS Questionnaire to assess how students deal with emotionally challenging classroom situations (Grades 4-7). Gefälligkeitsübersetzung: Konstruktion und erste Validierung des DECCS-Fragebogens zur Bewertung des Umgangs von Schulkindern mit emotional herausfordernden Situationen im Unterricht (Klassen 4-7).
Quelle	In: Journal of early adolescence, 44 (2023) 2, 30 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0272-4316; 1552-5449
DOI	10.1177/02724316231162307
Schlagwörter	Faktorenstruktur; Fragebogen; Reliabilität; Testkonstruktion; Einstellung (Psy); Emotion; Kognition; Psychologie; Verhaltensanpassung; Schulklasse; Schulumwelt; Lehrer-Schüler-Interaktion; Schüler; Schülerin; Schülerleistung; Unterrichtsverhalten; Konsistenz; Regulation
Abstract	This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students (M-age = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedures for the subdimensions of students dealing with emotionally challenging classroom situations show that two factors can be distinguished each for students' appraisals, for students' adaptive behavior, for students' maladaptive behavior, and for students' desired teacher behavior. The questionnaire and subscales demonstrate good reliability and validity values. Thus, the DECCS questionnaire shows good psychometric properties and is well suited for determining how students deal with emotionally challenging classroom situations. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1