Validating Dewey's Notion of Genuine Interest

Autor/inn/en	Jack, Brady M.; Chen, Chi-Chen; Smith, Thomas J.
Titel	Validating Dewey's Notion of Genuine Interest
Quelle	In: Journal of Psychoeducational Assessment, 39 (2021) 3, S.301-314 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jack, Brady M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282920967133
Schlagwörter	Ethics; Educational Philosophy; Error of Measurement; Interpersonal Communication; Gender Differences; High School Students; Foreign Countries; Student Interests; Construct Validity; Factor Analysis; Student Attitudes; Grade 10; Student Surveys; Social Sciences; Taiwan + Suchen Sie Ihr Suchwort? Ethik; Bildungsphilosophie; Erziehungsphilosophie; Messfehler; Interpersonale Kommunikation; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Studieninteresse; Faktorenanalyse; Schülerverhalten; Schülerbefragung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	This investigation (1) elucidates genuine interest in the context of learning from Dewey's perspective, (2) assesses construct validity evidence for a genuine interest conceptual model using data from the Factors Effecting Ethics Learning survey, and (3) assesses measurement invariance of the genuine interest constructs between male (n = 352) and female (n = 188) Taiwan high school students. Results provide support for genuine interest as a two-dimensional construct. Second-order factor analysis shows that latent variables of genuine interest in learning socio-scientific issues and interpersonal communication ethics-related issues are represented by sub-latent constructs of learning interest and learning enjoyment. Assessment of gender invariance in the conceptual model provides evidence of measurement equivalence. (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	2024/1/01