BACKGROUND Given the lack of measuring instruments, we aimed to develop and validate a scale to assess the classroom responsibility climate fostered by the teacher and the students in different school subject lessons. METHOD 810 students from all secondary education years agreed to participate. Data were obtained from three different subjects: Mathematics (n = 240; 118 female, 13.10 ± 1.07 years), Spanish Language and Literature (n = 318; 169 female 13.37 ± 1.03 years) and Physical Education (n = 252, 112 female, 13.23 ± .99 years). The first version of the questionnaire underwent a three-phase refining process: a) Assessment by experts (n = 8), b) Pilot study one (n = 100) to assess comprehensive adequacy, and c) Pilot study two (n = 300), an exploratory factor analysis. RESULTS The instrument consists of two factors: climate generated by the teacher and by the students. Confirmatory factor analyses showed that all fit indices were acceptable. CONCLUSION The instrument presented adequate convergent, discriminant and concurrent validity and completes other existing tools, being suitable for use in the different secondary school subjects to assess the responsibility climate produced by the teacher and students.

中文翻译：

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课堂责任感气候问卷：新尺度。

背景技术由于缺乏测量仪器，我们旨在开发和验证一种量表，以评估由教师和学生在不同学校课程中培养的课堂责任感。方法810名来自所有中学教育年级的学生同意参加。数据来自三个不同的学科：数学（n = 240； 118位女性，13.10±1.07岁），西班牙语和文学（n = 318； 169位女性13.37±1.03岁）和体育教育（n = 252，112女性， 13.23±.99年）。问卷的第一版经历了三个阶段的提炼过程：a）专家评估（n = 8），b）一项试点研究（n = 100）以评估综合充分性，以及c）试点研究二（n = 300） ），探索性因素分析。结果该仪器包括两个因素：老师和学生产生的气候。验证性因素分析显示，所有拟合指标均可接受。结论该仪器具有足够的收敛性，判别性和同时性，并完善了其他现有工具，适用于不同的中学科目，以评估教师和学生产生的责任感。