Validation of the Connected Classroom Climate Inventory in post-graduate health science degrees and the relationship with clinical self-efficacy

Fostering connectedness among tertiary education students has been linked to positive academic outcomes and University experience. Further, a sense of connectedness with peers has been linked to the development of stronger interpersonal skills. However, little research has examined peer connectedness specifically in postgraduate health science cohorts, where skills like empathy are crucial in graduate clinical careers. This study examined the content validity of the Connected Classroom Climate Inventory (CCCI) in postgraduate health science students, and its construct validity in relation to self-efficacy for clinical skills. Students completed two questionnaires: the CCCI (Dwyer et al., 2004), and the Self-Efficacy Scale (SES) (Kang et al., 2019). The CCCI measures students' perceptions of connectedness with their peers. The SES measures self-perceived clinical competence, and the questionnaires were modified to reflect audiology or social work skills. In a sample of 72 Masters students from audiology and social work programs, the 20-item CCCI demonstrated excellent internal consistency (α = 0.94). The CCCI scores showed a moderate positive correlation (r = 0.46, p = 0.001) with scores on the SES for degree-specific clinical skills. These findings provide evidence for the content and construct validity of the CCCI in this postgraduate population. The positive association between CCCI and self-efficacy suggests that promoting connectedness could benefit the development of self-efficacy and preparedness for clinical practice. By reliably measuring connectedness using the validated CCCI, universities can identify students who may need support, evaluate interventions, and optimize learning environments for postgraduate health science students.