The present study examined the metric properties of the Delaware School Climate Survey – Student (DSCS-S) using a sample of 1524 Serbian high school students. Of the total number of participants, 764 were male and 760 were female with age ranging from 16 to 20 years (M = 17.67, SD = 0.65). Confirmatory factor analysis (CFA) demonstrated that a seven-factor model of school climate has an adequate fit with the data. Furthermore, measurement invariance of the DSCS-S across gender was supported. Results revealed significant latent mean differences between male and female students on most dimensions of the school climate. Convergent validity of the DSCS-S was established by correlations of its dimensions with students’ academic achievement and attachment to school. Taken together, the findings of the present study indicate that the DSCS-S has the potential to be applied in measuring school climate in the Serbian educational context.

本研究使用 1524 名塞尔维亚高中学生的样本检查了特拉华州学校气候调查 - 学生 (DSCS-S) 的度量属性。参加者总数中，男性764人，女性760人，年龄16～20岁（M =17.67，SD= 0.65)。验证性因素分析 (CFA) 表明，学校氛围的七因素模型与数据具有足够的拟合度。此外，支持 DSCS-S 跨性别的测量不变性。结果显示，在学校氛围的大多数方面，男女学生之间存在显着的潜在平均差异。DSCS-S 的收敛效度是通过其维度与学生的学业成绩和对学校的依恋的相关性来确定的。综上所述，本研究的结果表明，DSCS-S 有可能应用于测量塞尔维亚教育环境中的学校氛围。