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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Beri, Nimisha
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Humanities Education Library & Information Science Social Sciences Other

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Sibling attachment inventory for senior secondary school students: standardization in Indian context Guha, Sampurna; Beri, Nimisha
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21799

Abstract

The study aimed at exploring, confirming, and validating the factor structure of sibling attachment inventory (SAI) within the Indian cultural context. The hypothesis posits that SAI will show reliable sibling attachment measures, evaluating its psychometric properties with 250 students enrolled in Class XI within govt and private schools, selected through stratified random sampling across 10 districts of Delhi. The research unfolded in three phases: i) data collection utilizing original 25-item SAI; ii) data purification and analysis using SPSS version 23.0; and iii) verification of the factor structure through factor analysis employing principal component analysis (PCA) with varimax rotation and confirming the factor structure using AMOS. The results revealed inclusion of 23 items across three factors viz. trust, communication, and alienation, with high reliability coefficients (α) of 0.954, 0.786, and 0.621 respectively. Preliminary analysis demonstrated commendable internal consistency. This study highlights the importance of considering sibling relationships in understanding adolescent well-being, thereby addressing existing research gaps by focusing on sibling relationships among adolescents, an area often overlooked in favor of parental and peer dynamics. Thus, SAI can support the assessment of sibling-adolescent attachment, thereby helping to enhance intervention, and expanding attachment research scope beyond traditional family dynamics.
Classroom climate and absenteeism: modeling English achievement mediated by engagement Majumder, Palash; Beri, Nimisha; Biswas, Salil
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35795

Abstract

This study investigates the intricate relationships between positive classroom climate, student engagement, English as a second language (ESL) achievement, and absenteeism among 240 secondary school students in West Bengal, India. Addressing a significant research gap within the multilingual Indian ESL context, the study proposes and tests a novel multiple mediation structural model using structural equation modeling (SEM). Findings reveal that a positive classroom climate significantly predicts higher student engagement (β=.598, p<0.001) and ESL achievement (β=0.476, p<0.001). Crucially, both engagement (β=-0.250, p=0.002) and ESL achievement (β=-0.186, p=0.015) are negatively associated with absenteeism, with classroom climate exerting substantial indirect effects on attendance (total indirect effect β=-0.238, p<0.001). This research, aligned with sustainable development goal 4 (SDG 4): quality and inclusive education, provides empirical evidence for fostering supportive learning environments and engagement practices to simultaneously improve academic outcomes and reduce absenteeism, particularly for ESL learners in underserved contexts.
Co-Authors Biswas, Salil Guha, Sampurna Majumder, Palash