心理学
比例(比率)
探索性因素分析
验证性因素分析
结构效度
构造(python库)
判别效度
开放的体验
学生参与度
数据收集
收敛有效性
可靠性(半导体)
应用心理学
数学教育
社会心理学
心理测量学
结构方程建模
发展心理学
社会学
社会科学
统计
物理
数学
量子力学
计算机科学
功率(物理)
内部一致性
程序设计语言
作者
Paula McAvoy,Tenah Hunt,Michael Culbertson,Kate S. McCleary,Robert J. DeMeuse,Diana Heß
标识
DOI:10.1080/03075079.2021.1960302
摘要
This paper presents findings from a scale validation study of discussion engagement using data from multiple in-person courses from a public flagship university in the United States. The Discussion Engagement scale conceptualizes discussion as a collective inquiry that requires an inclusive classroom climate and individual contributions that promote the engagement of others. The scale measures individual behaviors and experiences along four dimensions: skills, confidence, openness within classroom discussions, and perception of an inclusive classroom climate. The methodology included: conceptual development of the construct, expert reviews, cognitive interviews, data collection of the target group, exploratory factor analysis, data collection of the target group using a revised scale, confirmatory factor analysis, and comparison with an existing scale. EFA and CFA find that the scale has a strong factor structure that parallels the theoretical framework. The subscales have strong reliability, as well as evidence of convergent and discriminant validity. The Discussion Engagement scale has potential for measuring student-reported experiences with discussion in university courses.
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