Cross-Cultural Validity of Preschool Learning Behavior Scale in Chinese Cultural Context

Autor/inn/en	Wu, Zhongling; Hu, Bi Ying; Fan, Xitao
Titel	Cross-Cultural Validity of Preschool Learning Behavior Scale in Chinese Cultural Context
Quelle	In: Journal of Psychoeducational Assessment, 37 (2019) 1, S.125-130 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916651538
Schlagwörter	Test Validity; Cultural Relevance; Test Reliability; Factor Structure; Psychometrics; Preschool Children; Child Behavior; Foreign Countries; Kindergarten; Competence; Learning Strategies; Attention; Persistence; Student Characteristics; Academic Ability; Interpersonal Competence; Executive Function; China + Suchen Sie Ihr Suchwort? Testvalidität; Testreliabilität; Faktorenstruktur; Psychometry; Psychometrie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aufmerksamkeit; Ausdauer; Interpersonale Kompetenz
Abstract	This study investigated the cross-cultural validity of the Preschool Learning Behavior Scale (PLBS) in the Chinese cultural context. Multiple approaches were used for this purpose, including exploratory factor analysis, confirmatory factor analysis, criterion-related validity evidence, and internal consistency reliability estimates. The findings generally supported the PLBS' three-factor structure (Competence Motivation, Learning Strategy, and Attention/Persistence) as used in the Chinese cultural context, and with minor adaptations, PLBS could be a psychometrically sound measure for assessing the learning behaviors of Chinese children. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01