中学生作业方法量表

IF 3.2 3区心理学 Q2 PSYCHOLOGY, APPLIED

European Journal of Psychological Assessment Pub Date : 2022-11-11 DOI:10.1027/1015-5759/a000746

Fuyi Yang, Jianzhong Xu, Kasia Gallo, J. C. Núñez

{"title":"中学生作业方法量表","authors":"Fuyi Yang, Jianzhong Xu, Kasia Gallo, J. C. Núñez","doi":"10.1027/1015-5759/a000746","DOIUrl":null,"url":null,"abstract":"Abstract. This investigation assessed the psychometric properties of the Homework Approach Scale (HAS) using 1,072 students in Grades 7 and 8. Having randomly divided the sample ( n = 1,072) into two subsamples, we conducted exploratory factor analysis (EFA) on subsample 1 and confirmatory factor analysis (CFA) on subsample 2. Factorial results indicated that the HAS contained two factors: Deep Approach and Surface Approach. Provided with sufficient measurement invariance, the factor means were tested across gender and grade levels. Males scored significantly lower in Deep Approach yet higher in the Surface Approach. There were nonsignificant differences in Deep Approach and Surface Approach across the grade level. Congruent with theoretical predictions, homework completion and mathematics achievement were related positively to Deep Approach and negatively to Surface Approach. This investigation offers robust evidence that the HAS is a valid measure for assessing students’ approaches to homework.","PeriodicalId":48018,"journal":{"name":"European Journal of Psychological Assessment","volume":" ","pages":""},"PeriodicalIF":3.2000,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Homework Approach Scale for Middle School Students\",\"authors\":\"Fuyi Yang, Jianzhong Xu, Kasia Gallo, J. C. Núñez\",\"doi\":\"10.1027/1015-5759/a000746\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract. This investigation assessed the psychometric properties of the Homework Approach Scale (HAS) using 1,072 students in Grades 7 and 8. Having randomly divided the sample ( n = 1,072) into two subsamples, we conducted exploratory factor analysis (EFA) on subsample 1 and confirmatory factor analysis (CFA) on subsample 2. Factorial results indicated that the HAS contained two factors: Deep Approach and Surface Approach. Provided with sufficient measurement invariance, the factor means were tested across gender and grade levels. Males scored significantly lower in Deep Approach yet higher in the Surface Approach. There were nonsignificant differences in Deep Approach and Surface Approach across the grade level. Congruent with theoretical predictions, homework completion and mathematics achievement were related positively to Deep Approach and negatively to Surface Approach. This investigation offers robust evidence that the HAS is a valid measure for assessing students’ approaches to homework.\",\"PeriodicalId\":48018,\"journal\":{\"name\":\"European Journal of Psychological Assessment\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2022-11-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Psychological Assessment\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1027/1015-5759/a000746\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychological Assessment","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1027/1015-5759/a000746","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}

引用次数: 2

摘要

摘要这项调查使用1072名7年级和8年级的学生评估了家庭作业方法量表（HAS）的心理测量特性。在将样本（n=1072）随机分为两个子样本后，我们对子样本1进行了探索性因子分析（EFA），对子样本2进行了验证性因素分析（CFA）。因子分析结果表明，HAS包含两个因素：深度方法和表面方法。在具有足够的测量不变性的情况下，因子平均值在性别和年级水平上进行了测试。雄性在深进法中得分明显较低，而在浅进法中则得分较高。不同年级的深部入路和浅部入路无显著差异。与理论预测一致，作业完成率和数学成绩与深度法呈正相关，与表面法呈负相关。这项调查提供了强有力的证据，证明HAS是评估学生家庭作业方法的有效措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Homework Approach Scale for Middle School Students

Abstract. This investigation assessed the psychometric properties of the Homework Approach Scale (HAS) using 1,072 students in Grades 7 and 8. Having randomly divided the sample ( n = 1,072) into two subsamples, we conducted exploratory factor analysis (EFA) on subsample 1 and confirmatory factor analysis (CFA) on subsample 2. Factorial results indicated that the HAS contained two factors: Deep Approach and Surface Approach. Provided with sufficient measurement invariance, the factor means were tested across gender and grade levels. Males scored significantly lower in Deep Approach yet higher in the Surface Approach. There were nonsignificant differences in Deep Approach and Surface Approach across the grade level. Congruent with theoretical predictions, homework completion and mathematics achievement were related positively to Deep Approach and negatively to Surface Approach. This investigation offers robust evidence that the HAS is a valid measure for assessing students’ approaches to homework.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

European Journal of Psychological Assessment PSYCHOLOGY, APPLIED-

CiteScore

6.40

自引率

4.00%

发文量

期刊介绍： The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.