Evaluating the psychometric quality of school connectedness measures: A systematic review

dc.date.accessioned	2019-12-18T19:57:14Z
dc.date.available	2019-12-18T19:57:14Z
dc.date.created	2019-01-07T12:03:27Z
dc.date.issued	2018
dc.identifier.citation	Hodges, Amy Cordier, Reinie Joosten, Annette Bourke-Taylor, Helen Speyer, Renee . Evaluating the psychometric quality of school connectedness measures: A systematic review. PLoS ONE. 2018, 13:e0203373(9), 1-27
dc.identifier.uri	http://hdl.handle.net/10852/71712
dc.description.abstract	Introduction There is a need to comprehensively examine and evaluate the quality of the psychometric properties of school connectedness measures to inform school based assessment and intervention planning. Objective To systematically review the literature on the psychometric properties of self-report measures of school connectedness for students aged six to 14 years. Methods A systematic search of five electronic databases and gray literature was conducted. The COnsensus-based Standards for the selection of heath Measurement INstruments (COSMIN) taxonomy of measurement properties was used to evaluate the quality of studies and a pre-set psychometric criterion was used to evaluate the overall quality of psychometric properties. Results The measures with the strongest psychometric properties was the School Climate Measure and the 35-item version Student Engagement Instrument exploring eight and 12 (of 15) school connectedness components respectively. Conclusions The overall quality of psychometric properties was limited suggesting school connectedness measures available require further development and evaluation.
dc.language	EN
dc.publisher	Public Library of Science (PLoS)
dc.rights	Attribution 4.0 International
dc.rights.uri	https://creativecommons.org/licenses/by/4.0/
dc.title	Evaluating the psychometric quality of school connectedness measures: A systematic review
dc.type	Journal article
dc.creator.author	Hodges, Amy
dc.creator.author	Cordier, Reinie
dc.creator.author	Joosten, Annette
dc.creator.author	Bourke-Taylor, Helen
dc.creator.author	Speyer, Renee
cristin.unitcode	185,18,3,0
cristin.unitname	Institutt for spesialpedagogikk
cristin.ispublished	true
cristin.fulltext	preprint
cristin.qualitycode	1
dc.identifier.cristin	1651411
dc.identifier.bibliographiccitation	info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=PLoS ONE&rft.volume=13:e0203373&rft.spage=1&rft.date=2018
dc.identifier.jtitle	PLoS ONE
dc.identifier.volume	13
dc.identifier.issue	9
dc.identifier.doi	https://doi.org/10.1371/journal.pone.0203373
dc.identifier.urn	URN:NBN:no-74840
dc.type.document	Tidsskriftartikkel
dc.type.peerreviewed	Peer reviewed
dc.source.issn	1932-6203
dc.identifier.fulltext	Fulltext https://www.duo.uio.no/bitstream/handle/10852/71712/2/Hodges250119.pdf
dc.type.version	PublishedVersion
cristin.articleid	e0203373