The Development of Classroom Environment Perceptions Scale for Pre-Service Teachers

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dc.contributor.authorMelike Özüdoğru
dc.contributor.authorMeral Aksu
dc.date.accessioned2024-07-24T09:15:10Z
dc.date.available2024-07-24T09:15:10Z
dc.date.issued2019
dc.description.abstractThe purpose of this research study was to develop a classroom environment instrument forassessing pre-service teachers’ classroom environment perceptions and investigate its validityand reliability. In this study, the instrument was developed according to constructivism,environment congruence theory and also the studies of Fraser and his colleagues. The pilot formof Classroom Environment Perceptions Scale of Pre-Service Teachers (CEPSPT) consisted of60 items. It included Moos’ (1974) three dimensions of classroom environments. For theexploratory factor analysis (EFA) 520 pre-service teachers and for the confirmatory factoranalysis (CFA) 280 pre-service teachers participated in the study. By implementing EFA andCFA, the factor structure of CEPSPT was confirmed. The internal consistency of sub-scaleschanged from .72 to .85. As a result, the CEPSPT included 38 items and consisted of six subscales.
dc.identifier.DOI-ID10.30964/auebfd.487734
dc.identifier.issn1301-3718
dc.identifier.urihttp://akademikarsiv.cbu.edu.tr:4000/handle/123456789/26657
dc.language.isoeng
dc.titleThe Development of Classroom Environment Perceptions Scale for Pre-Service Teachers
dc.typeAraştırma Makalesi

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