Perceived School Climate Scale – Chinese Version

Description

Schools are the primary environments for students, especially after they enter junior high school. As adolescents spend less time with their parents and more time with teachers and peers, the importance of the school environment for adolescent development becomes evident. Empirical studies have shown that the school climate significantly impacts students’ academic performance, internalizing behavioral problems (such as anxiety and depression), and externalizing behavioral problems (such as gaming addiction). The school climate refers to the relatively enduring and stable characteristics of the school’s humanistic environment as experienced and perceived by students, staff, etc., which have a significant impact on their psychology and behavior. From the perspective of developmental systems theory, adolescents’ development is primarily influenced by their environments (such as schools). Additionally, the interaction patterns between each student and their peers and teachers are unique. Despite being in the same school, students have distinct experiences and perceptions that often impact their adaptation to school life. The school climate is a complex structure comprising multiple layers, and its profound influence on adolescents largely stems from its role in meeting their three fundamental psychological needs: competence, relatedness, and autonomy. Moreover, based on self-determination theory, the fulfillment of these basic psychological needs can stimulate adolescents’ intrinsic motivation to seek growth. Conversely, unmet needs can severely impair adolescents’ physical and mental health and their motivation for development.

Authors and Contact Email

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Purpose

The purpose of this research is to examine the relationship between perceived school climate and adolescents’ school adaptation.

Test Year

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Administration Method and Scoring

The Perceived School Climate Scale (PSCS) developed by Jia et al. and revised by Zheng Yuanhao includes 25 items that measure three dimensions: 教师支持 (Teacher Support), 同伴支持 (Peer Support), and 自主性机会 (Opportunities for Autonomy), using a 5-point Likert scale. The higher the score, the more positive the perceived school climate of the adolescent.

Reliability and Validity

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Factors and Subscales

– 教师支持 (Teacher Support)
– 同伴支持 (Peer Support)
– 自主性机会 (Opportunities for Autonomy)

Keywords

School climate, adolescent development, psychological needs, intrinsic motivation, academic performance

Items in Chinese

1. 我能对老师讲我的问题和困难。
2. 同学之间互取恶意的外号。
3. 同学之间对彼此很刻薄。
4. 我的老师们很关心我。
5. 学生们帮助[学校]或参与制定某些规章制度。
6. 学生之间相互尊重。
7. 学生之间相互帮助。
8. 老师帮助学生解决问题。
9. 学生们协助[老师]决定课堂时间如何安排。
10. 有的学生殴打或伤害我。
11. 老师帮助学生解决在学校里的问题。
12. 同学之间团结友爱。
13. 有同学会找茬或挑衅别人。
14. 同学们都很关心他人。
15. 老师相信我能做得很好。
16. 学生们被给予机会去帮助做一些决定。
17. 为了使我在考试中获高分，老师们很辛苦的工作。
18. 同学们之间相处困难。
19. 老师会询问学生他们想学什么。
20. 在学校，我总是担心有人会伤害或骚扰我。
21. 学生们在学校表现很好。
22. 学生对[学校的]事情有发言权。
23. 学生们经常打架。
24. 老师让我觉得自己很出色。
25. 同学之间相互信任。

Items in English

1. I can talk to my teachers about my problems.
2. Students call each other bad names.
3. Students are mean to each other.
4. My teachers care about me.
5. Students help [the school] or participate in setting certain rules.
6. Students respect one another.
7. Students help one another.
8. Teachers help students with problems.
9. Students assist [teachers] in deciding how class time is spent.
10. Someone has beaten me up or hurt me.
11. Teachers help students solve problems in school.
12. Students are united and friendly with one another.
13. Some students pick on others.
14. Students care about one another.
15. Teachers believe I can do well.
16. Students are given opportunities to help make decisions.
17. Teachers work hard to help me score high on tests.
18. Students have trouble getting along with each other.
19. Teachers ask students what they want to learn.
20. In school, I am always worried that someone will hurt or bother me.
21. Students behave well in school.
22. Students have a say in [school] matters.
23. Students fight often.
24. Teachers make me feel good about myself.
25. Students trust one another.

References

郑圆皓,张卫,李盛兵.学校氛围与初中生学校适应:意向性自我调节的中介作用[J].教育测量与评价(理论版),2015(04):47-52+58.DOI:10.16518/j.cnki.emae.2015.04.010.
王小娴. 亲子依恋对网络欺凌的影响[D].广州大学,2020.DOI:10.27040/d.cnki.ggzdu.2020.000893.
贺雨诗. 初中生自我同一性和学校适应的关系：感知学校氛围和积极心理资本的链式中介作用[D].四川师范大学,2021.DOI:10.27347/d.cnki.gssdu.2021.000608.
Jia Y , Way N , Ling G , et al. The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents[J]. Child Development, 2009, 80(5).