Elementary students’ perceptions of their classroom activities in China: A validation study

ABSTRACT

This study is to investigate whether My Class Activities (MCA; Gentry & Gable, 2001a), an instrument developed to measure students’ perceptions of their classroom activities, yields valid data when used with elementary students in China after translation into Chinese. The four factors measured by the instrument (Interest, Challenge, Choice, and Enjoyment) are related closely to students’ motivation and optimal learning as described in Chinese literature. Data from 943 elementary students from a school in mid-China were used in the analyses from an elementary school. Confirmatory factor analyses showed that a four correlated factor model with all 31 items was not a good fit to the data. Factor loadings were checked, and two items were removed from the “challenge” factor. A second four correlated factor model with 29 items generated better goodness-of-fit indices. Measurement equivalence of this model was tested between the Chinese and the U.S. sample of 943 students randomly selected from the original normative sample of the MCA. Results indicated partial measurement invariance of the revised instrument. Further research was suggested with implications for practice.

KEYWORDS:

• Chinese students
• cross-cultural study
• gifted students
• instrument validation
• student attitudes toward school

Notes

¹ Supernormal (Chao Chang) or high aptitude is used in Simplified Chinese for cultural reasons, equivalent to gifted in English.

² This number is estimated because it was obtained from personal communication from the contact person.

Additional information

Notes on contributors

Yang Yang

Yang Yang is Director of Student Life at Princeton International School of Mathematics and Science (PRISMS), an independent day and boarding school in Princeton, New Jersey. She received her doctorate in Educational Psychology from Purdue University with a specialty in gifted, talented, and creative studies. She has experience teaching ESL (English as a Second Language) students at the college level and gifted students at the secondary level. She has published articles and co-authored book chapters on the topics of cross-cultural studies and programming for high-ability learners.

Marcia Gentry

Marcia Gentry is a professor of Educational Studies, and directs the Gifted Education Resource Institute at Purdue University. She has received multiple grants in support of her work with programming practices and underrepresented populations. Her research interests include student attitudes toward school; implementing cluster-grouping and differentiation to meet the needs of gifted students while helping all students achieve at high levels; using non-traditional settings for talent development; and developing and recognizing talent among underserved populations. She works with Native American youth from Red Lake, Mille Lacs, the Navajo Nation, and Standing Rock. She actively participates in AERA, NAGC, frequently contributes to the gifted education literature, and regularly serves as a speaker and consultant. She has partnerships across the country and around the world. Prior to her work in higher education she spent 12 years as a teacher and administrator in K-12 settings. NAGC recognized her in 2014 with the prestigious Distinguished Scholar Award.

Jiaxi Wu

Jiaxi Wu, PhD, is the Assistant Director of Gifted and Talented Program at Montclair State University. She oversees on-site gifted and enrichment programs at Montclair. She also developed and taught foundation courses for Montclair's online graduate certificate in gifted and talented education. Prior to Montclair, Jiaxi was a Visiting Assistant Professor at Bucknell University, teaching educational psychology and classroom assessment courses. Jiaxi earned her PhD degree in Gifted Education from Purdue University. Her research focuses on the academic and social-emotional development of diverse gifted learners from low-income families, and the effectiveness of enrichment programs.

Enyi Jen

Enyi Jen received her PhD degree at Purdue University. Prior to attending Purdue, she taught affective curriculum in a high school self-contained gifted STEM program for 5 years. During her time at Purdue, she coordinated talent development programs for the Gifted Education Resource Institute for 6 years. Her research interests include talent development, the social and emotional development of gifted learners, qualitative method, and Design-based research. Currently, she is a lecturer at Purdue University.

Yukiko Maeda

Yukiko Maeda, PhD, is an Associate Professor of Educational Studies at Purdue University. She is expertise in research methodology. Her research interests include understanding data use at school settings for decision making and identifying and presenting remedies for methodological issues for data analysis.