Abstract
The purpose of the present study was to validate the Classroom Climate Inventory (CCI) in Korean middle schools. Specifically, we investigated whether the original eight-factor structure of the Japanese version of the CCI (Involvement, Affiliation, Friction, Satisfaction, Self-disclosure, Task Orientation, Order, and Equity) is appropriate for Korean middle schools. The results indicated that the Korean version of the CCI showed a different factor structure from the Japanese CCI. In the cross-culturally validated CCI, the Friction factor included in the Japanese version was divided into two factors (i.e., Harmony and Conflict), and Equity was excluded. The final model of the Korean CCI displayed acceptable goodness-of-fit indices, which indicated that it is a valid instrument by which to measure the classroom climate of Korean middle schools. Lastly, implications for future research and limitations are discussed.
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