The Korean Version of the Classism Experiences Questionnaire-Academe

Autor/inn/en	Jung, Ae-Kyung; Garrison, Yunkyoung
Titel	The Korean Version of the Classism Experiences Questionnaire-Academe
Quelle	In: International Journal for the Advancement of Counselling, 44 (2022) 4, S.720-737 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garrison, Yunkyoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0653
DOI	10.1007/s10447-022-09481-1
Schlagwörter	Social Class; Social Bias; Questionnaires; Student Attitudes; College Students; Student Experience; Factor Analysis; Test Reliability; Test Validity; Mental Health; Beliefs; Justice; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Fragebogen; Schülerverhalten; Collegestudent; Studienerfahrung; Faktorenanalyse; Testreliabilität; Testvalidität; Psychohygiene; Belief; Glaube; Gerechtigkeit; Ausland; Korea; Republik
Abstract	Though recent advances in research on social class have contributed to our wider understanding of college students' academic and social outcomes, classism in academe remains underexplored across cultures, primarily due to a lack of instruments. The present study discussed the validation of the existing classism measure to assess Korean college students' experiences with classism in academe (Korean version of Classism Experiences Questionnaire-Academe; K-CEQ-A). In a sample of 271 Korean college students (52.4% female; M[subscript age] = 23.5), exploratory factor analysis indicated three factors of the K-CEQ-A. Confirmatory factor analysis involving a sample of 220 Korean college students (54.1% female; M[subscript age] = 23.5) indicated a bifactor model of the K-CEQ-A. Findings also provided evidence for adequate internal consistency (Cronbach alphas coefficients between 0.74 and 0.86) and convergent validity of K-CEQ-A with subjective social class, mental health, belief in a just world, and personal relative deprivation. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01