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Item drafting used relevant literature and students’ opinions, producing an initial 50-item pool that was revised to 45 items following expert feedback. The draft was administered to 473 students (361 female, 112 male) across different teaching programs in 2018–2019. Validity and reliability analyses included EDA for construct validity and CFA using two separate samples, confirming a 32-item structure across four sub-dimensions with reported fit indices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-validity-and-reliability-study-of-the-scale-for-attitude-towards-classroom-as-a-learning-environment/602824/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-validity-and-reliability-study-of-the-scale-for-attitude-towards-classroom-as-a-learning-environment/602824.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main goal of the study?","Question",{"text":112,"@type":113},"To develop an attitude scale that reveals preservice teachers’ attitudes toward classroom as a learning environment, including testing its validity and reliability.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the scale items created and refined?",{"text":117,"@type":113},"Items were written from two references—relevant literature and students’ opinions—then revised after expert suggestions to form a 45-item draft.",{"name":119,"@type":110,"acceptedAnswer":120},"What analyses were used to examine validity and structure?",{"text":121,"@type":113},"Exploratory data analysis (EDA) was used first for construct validity, followed by confirmatory factor analysis (CFA). EDA indicated 32 items across four sub-dimensions, and CFA supported the model structure with multiple fit indices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602824,1792716386,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A Validity and Reliability Study of the Scale for Attitude Towards Classroom as a Learning Environment  \nFiliz ÇETİN1  \nGazi University  \nÖzden DEMİRKAN2  \nGazi University  \nŞaban ÇETİN3  \nGazi University  \nAbstract  \nThis study aims to develop an attitude scale that will reveal preservice teachers’ attitudes towards classroom as an educational environment. Two references were applied in the process of writing the items to be included in the draft form of the scale: relevant literature and students’ opinions. 50 items were written in line with these two references, but upon the experts’ suggestions necessary corrections were taken into consideration and a draft form with 45 items was developed. Draft form of the scale was applied to a total of 473 students consisting of 361 females and 112 males who were studying at different levels of various teaching programs in the fall term of 2018-2019 academic year at Gazi Faculty of Education in Gazi University. Validity and Reliability analyses were done on the set of data obtained through the application of draft form. On the set of obtained data, exploratory data analysis (EDA) was carried out first for construct validity and then confirmatory factor analysis (CFA) was conducted. Exploratory data analysis (n 1=263) and confirmatory factor analysis (n2=210) were performed in two separate groups. The results of exploratory data analysis (EDA) revealed that the scale consisted of 32 items and 4 sub-dimensions. The results of confirmatory factor analysis which was conducted following exploratory data analysis revealed that adaptive values regarding the model were RMSEA, .066; χ2/df=2.1; SRMR=.05; IFI=.91; CFI=.91 . These values regarding the scale which were obtained as a result of confirmatory analysis show that the structure of the scale was confirmed.  \nKeywords: Learning, Learning Environment, Classroom, Developing Attitude Scale  \nDOI: 10.29329/epasr.2020.270.11  \n1 Assoc.Prof.Dr., Gazi University, Gazi Faculty of Education, Department of Educational Sciences, Ankara, Turkey. ORCID: 0000-0002-6806-0160 [ficetin@gazi.edu.tr](ficetin@gazi.edu.tr)  \n2 Assoc.Prof.Dr.,Gazi University, Gazi Faculty of Education, Department of Educational Sciences, Ankara, Turkey. ORCID: 0000-0003-4847-3459 [oozden@gazi.edu.tr](oozden@gazi.edu.tr)  \n3 Assoc.Prof.Dr.,Gazi University, Gazi Faculty of Education, Department of Educational Sciences, Ankara, Turkey. ORCID: 0000-0002-4319-5667 [scetin@gazi.edu.tr](scetin@gazi.edu.tr)  \nIntroduction  \nLearning can take place anytime, anywhere, so the environments where learning takes place vary to a great extent. Hence, environments which are involved in the learning process and which are formed through the interaction of place, time, infrastructure, equipment and psycho-social factors affecting the learning process can be defined as learning environment (Acat, 2005) . Learning environment comprises of all factors affecting learning process. Learning environment refers to schools which are special places constructed for education and which are home to majority of educational and teaching activities whose main purpose is to form and develop behaviours (Bursalıoğlu, 1991) . School is an institution which societies identify with the notion of education and educational services. The major feature that distinguishes school from other institutions is that it works for the sake of human beings and has the ability to make them different (Bostancı, 2009) . One of the most important components of education is classroom environment where education is conducted. Classroom is a communal life space where educational and teaching activities are carried out in line with pre-established purposes (Aydın, 2012) .  \nClassroom is a system of relations which is second most important thing in a student’s life after his / her family. In the classroom, while new behaviours are added to what students already gained in their families, bad behaviours and wrong information are changed. On one","cbCainWVCzF3Iofm","https://ap.wps.com/l/cbCainWVCzF3Iofm","pdf",396813,16,"English","# Abstract\n# Introduction","[{\"question\":\"What was the main goal of the study?\",\"answer\":\"To develop an attitude scale that reveals preservice teachers’ attitudes toward classroom as a learning environment, including testing its validity and reliability.\"},{\"question\":\"How were the scale items created and refined?\",\"answer\":\"Items were written from two references—relevant literature and students’ opinions—then revised after expert suggestions to form a 45-item draft.\"},{\"question\":\"What analyses were used to examine validity and structure?\",\"answer\":\"Exploratory data analysis (EDA) was used first for construct validity, followed by confirmatory factor analysis (CFA). EDA indicated 32 items across four sub-dimensions, and CFA supported the model structure with multiple fit indices.\"}]","A Validity and Reliability Study of the Scale for Attitude Towards Classroom as a Learning Environment | PDF",1792095302]