A Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) with Canadian and Chinese College Students

Autor/inn/en	Tze, Virginia M. C.; Klassen, Robert M.; Daniels, Lia M.; Li, Johnson C.-H.; Zhang, Xiao
Titel	A Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) with Canadian and Chinese College Students
Quelle	In: Journal of Psychoeducational Assessment, 31 (2013) 1, S.29-40 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282912443670
Schlagwörter	Undergraduate Students; Psychometrics; Foreign Countries; Factor Analysis; Factor Structure; Student Motivation; Self Efficacy; Self Control; Student Attitudes; Cultural Influences; Questionnaires; Measures (Individuals); Affective Behavior; Emotional Response; Psychological Patterns; Canada; China + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Ausland; Faktorenanalyse; Faktorenstruktur; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Selbstbeherrschung; Schülerverhalten; Cultural influence; Kultureinfluss; Fragebogen; Messdaten; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Kanada
Abstract	This study evaluated the psychometric properties of the Learning-Related Boredom Scale (LRBS) from the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005; Pekrun, Goetz, Titz, & Perry, 2002) in a sample of 405 university students from Canada and China. Multigroup confirmatory factor analysis was used to test the factor structure and measurement invariance of the LRBS across cultural settings, after which the relationships between the LRBS, boredom frequency in class, intrinsic motivation, and self-efficacy for self-regulated learning (SESRL) were examined. Results showed evidence of reliability and measurement invariance of the LRBS, and the relationships between the LRBS, boredom frequency, and SESRL were similar across settings. The study thus provided evidence that learning-related boredom is a valid construct across culturally diverse school settings and supported the use of the LRBS in both Canadian and Chinese student populations. (Contains 4 tables and 1 note.) (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	2017/4/10