Structural equation modeling of associations between classroom learning environment and parental involvement variables using linked data from Rasch Model instruments

Data were collected from parents about their involvement in their child's education and from their children about the classroom learning environment using two Rasch Model instruments. Associations between parental involvement variables and classroom learning environment variables were tested by structural equation modelling. The paper reports on the psychometric properties of the data (fit of data to the Rasch Rating Scale Model) and on the paths in a structural model developed through latent variable path analysis (LISREL). Findings indicate dependency of child's perceptions of the learning environment on parent views of their child as a student and on their view of teacher(s) and the school.