Multilevel multitrait–multimethod latent analysis of structurally different and interchangeable raters of school climate.

Timothy Konold; Dewey Cornell

doi:10.1037/pas0000098

Multilevel multitrait–multimethod latent analysis of structurally different and interchangeable raters of school climate.

Psychological Assessment ◽

10.1037/pas0000098 ◽

2015 ◽

Vol 27 (3) ◽

pp. 1097-1109 ◽

Cited By ~ 10

Author(s):

Timothy Konold ◽

Dewey Cornell

Keyword(s):

School Climate ◽

Latent Analysis

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A Multilevel MTMM Approach to Estimating the Influences of Contextual Factors on Trait and Informant-Based Method Effects in Assessments of School Climate

Journal of Psychoeducational Assessment ◽

10.1177/0734282916683286 ◽

2016 ◽

Vol 36 (5) ◽

pp. 464-476 ◽

Cited By ~ 4

Author(s):

Timothy Konold

Keyword(s):

School Climate ◽

Minority Students ◽

School Size ◽

Contextual Factors ◽

School Level ◽

Four Dimensions ◽

Climate Research ◽

Method Effects ◽

Method Factors ◽

Latent Analysis

School-level contextual factors have been found to influence reports of school climate. The purpose of the current study was to evaluate the extent to which these associations are related to the school climate traits being measured or the methods (i.e., informants) used to obtain them. Data from a multilevel multitrait–multimethod (MTMM) design in which structurally different and interchangeable students ( n = 45,641) and teachers ( n = 12,808), residing within 302 high schools, responded to items measuring four dimensions of school climate were evaluated through a multilevel correlated trait–correlated method (CT-CM) latent analysis that allowed for the estimation of both school-level trait and informant-based method factors. The resulting trait and method factors were regressed on several school-level contextual variables. Results indicated that the percentage of students receiving free and reduced-price meals (FRPM) in schools was associated with both school climate traits and informant-based method factors, school size and the percentage of minority students in schools were associated with some traits, and school size was associated with student method effects. Findings support the use of controlling for school-level contextual factors in school climate research.

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