Elementary Students' Perceptions of Their Classroom Activities in China: A Validation Study

Autor/inn/en	Yang, Yang; Gentry, Marcia; Wu, Jiaxi; Jen, Enyi; Maeda, Yukiko
Titel	Elementary Students' Perceptions of Their Classroom Activities in China: A Validation Study
Quelle	In: Gifted and Talented International, 31 (2016) 2, S.73-87 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2016.1255095
Schlagwörter	Foreign Countries; Elementary School Students; Student Attitudes; Class Activities; Program Validation; Student Motivation; Factor Analysis; Goodness of Fit; Correlation; Models; Test Reliability; Test Validity; Preferences; Student Interests; Barriers; Psychological Patterns; Statistical Analysis; China; Connecticut; Colorado; Michigan; Minnesota; New York; Ohio + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Schulische Motivation; Faktorenanalyse; Korrelation; Analogiemodell; Testreliabilität; Testvalidität; Studieninteresse; Statistische Analyse
Abstract	This study is to investigate whether "My Class Activities" (MCA; Gentry & Gable, 2001a), an instrument developed to measure students' perceptions of their classroom activities, yields valid data when used with elementary students in China after translation into Chinese. The four factors measured by the instrument (Interest, Challenge, Choice, and Enjoyment) are related closely to students' motivation and optimal learning as described in Chinese literature. Data from 943 elementary students from a school in mid-China were used in the analyses from an elementary school. Confirmatory factor analyses showed that a four correlated factor model with all 31 items was not a good fit to the data. Factor loadings were checked, and two items were removed from the "challenge" factor. A second four correlated factor model with 29 items generated better goodness-of-fit indices. Measurement equivalence of this model was tested between the Chinese and the U.S. sample of 943 students randomly selected from the original normative sample of the MCA. Results indicated partial measurement invariance of the revised instrument. Further research was suggested with implications for practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01