Convergent and Discriminant Validity of the Barclay Classroom Climate Inventory

Abstract

The purpose of this study was to investigate the convergent and discriminant validity of a multimethod multitrait inventory used for assessing the climate of the elementary classroom. Using self-report, peer judgments, and teacher ratings, the inventory employs the multimethod multitrait factor analysis approach to determine the quality of social interaction and affective variables in the classroom. A computer processing procedure utilizing criteria developed in this approach scores, analyzes, and develops a written report on the pupil. These reports can be cumulated to result in descriptions of the social interaction and affective environment in the elementary classroom. A questionnaire comprised of short paragraphs defining the major factors from the inventory was administered with the inventory to nine elementary classrooms. Each student rated himself for each of the factors (for males, Affiliation, Dominance, Seclusiveness, Physical Skills, and Intellectuality; for females, Dominance, Aggression, Seclusiveness, Affiliation, and Intellectuality) and was in turn rated by a randomly selected peer and the teacher. These three rating sources combined with the inventory's factor scores to form a five trait four method matrix for the assessment of convergent and discriminant validity. Considerable evidence for these aspects of validity was found.