Self-Report Measures of the Home Learning Environment in Large Scale Research: Measurement Properties and Associations with Key Developmental Outcomes

Autor/inn/en	Niklas, Frank; Nguyen, Cuc; Cloney, Daniel S.; Tayler, Collette; Adams, Raymond
Titel	Self-Report Measures of the Home Learning Environment in Large Scale Research: Measurement Properties and Associations with Key Developmental Outcomes
Quelle	In: Learning Environments Research, 19 (2016) 2, S.181-202 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-016-9206-9
Schlagwörter	Family Environment; Literacy; Numeracy; Social Development; Surveys; Longitudinal Studies; Psychometrics; Item Response Theory; Child Development; Foreign Countries; Correlation; Gender Differences; Native Language; Evaluation Methods; Preschool Children; Australia + Suchen Sie Ihr Suchwort? Familienmilieu; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Soziale Entwicklung; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Psychometry; Psychometrie; Item-Response-Theorie; Kindesentwicklung; Ausland; Korrelation; Geschlechterkonflikt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Australien
Abstract	Favourable home learning environments (HLEs) support children's literacy, numeracy and social development. In large-scale research, HLE is typically measured by self-report survey, but there is little consistency between studies and many different items and latent constructs are observed. Little is known about the stability of these items and constructs over time when used in either longitudinal research or studies with children with a wide range of ages. A review of the literature shows commonalities and differences between approaches in research on HLE. When we tested the psychometric properties of a short-form measure of HLE with a Rasch item-response-model using longitudinal data from over 1600 Australian families, there was support for two dimensions of HLE--formal and informal learning frequency. We found that this measure was stable over the transitional period from pre-K to school as well as between gender and family language background. There were small but significant associations between the HLE measures and cognitive and behavioural developmental outcomes. We recommend that other measures of HLE could be similarly validated to assess their suitability for use in longitudinal research on learning environments. Recommendations are made for the future development of measures of broader constructs of the HLE. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01