Examining the Factorial Validity of the Individualized Classroom Assessment Scoring System in Preschools in Austria

Autor/inn/en	Smidt, Wilfried; Embacher, Eva-Maria
Titel	Examining the Factorial Validity of the Individualized Classroom Assessment Scoring System in Preschools in Austria
Quelle	In: International Journal of Early Years Education, 31 (2023) 3, S.675-687 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smidt, Wilfried) ORCID (Embacher, Eva-Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.1893158
Schlagwörter	Factor Analysis; Test Validity; Classroom Environment; Preschools; Foreign Countries; Factor Structure; Teacher Student Relationship; Peer Relationship; Preschool Children; Learner Engagement; Self Management; Conflict; Austria + Suchen Sie Ihr Suchwort? Faktorenanalyse; Testvalidität; Klassenklima; Unterrichtsklima; Ausland; Faktorenstruktur; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstmanagement; Konflikt; Österreich
Abstract	Reliable information regarding interaction quality in preschools is essential because children's preschool experiences predict educational success. The Individualized Classroom Assessment Scoring System (inCLASS) is a new tool to assess interaction quality developed in the United States. Research on the validation of the factorial structure of the inCLASS--with the factors teacher interactions (comprising positive engagement, teacher communication), peer interactions (peer sociability, peer communication, peer assertiveness), task orientation (task engagement, self-reliance), and conflict interactions (behaviour control, teacher conflict, peer conflict)--is limited and inconsistent. This study aims to extend knowledge on the factorial validity of the inCLASS in Austrian preschools. The sample consists of 261 children (M = 49.54 months of age) from 81 preschool classes in Tyrol, Austria. Initial confirmatory factor analysis indicated negative residual variances and standardised factor loadings >1 for teacher communication and behaviour control. After modifications such as setting error residuals for teacher communication and behaviour control to zero and allowing the residuals of positive teacher engagement and peer sociability to covary the model fit was acceptable to good. The findings suggest a revision of the operationalisation of conflictual interactions and a consideration of attachment theory to explain the relationship between teacher interactions and peer interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01