Abstract
The purpose of this study was to explore the factorial structure and validity of the Brooks Student Questionnaire and to refine the test psychometrically by developing factor analyzed scales from the 40 items comprising the test. Five separate factor analyses were done for (a) 252 elementary school pupils, (b) 218 junior high school pupils, (c) 202 high school students, (d) 564 sixth grade pupils from a different district, and (e) 893 fourth, fifth, and sixth grade pupils from a third district. Responses were scored according to Likert multiple levels. Three factors appeared best and consistent across grade level over three separate school districts. The factors were identified as Student-Teacher Affective Relations, School Stress, and School-Learning Orientation. Centile norms were computed, and reliability data are included.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
