Psychometric assessment of the Formative Orientation Scale in Chinese undergraduates

Di ZHANG; Lan YANG

Psychometric assessment of the Formative Orientation Scale in Chinese undergraduates

Di ZHANG
, Lan YANG

Department of Curriculum and Instruction (C&I)

Research output: Contribution to conference › Papers

Abstract

The present study took the initiative to examine the psychometric properties of the feedback orientation scale (FOS) in higher education with a sample of students majoring in mathematics and science. We adopted a construct-validity approach. Aside from confirmatory factor analysis, we also added item response theory analyses to generate more evidence of item difficulties. We used students’ major academic self-concept scale to examine the criterion-related validity. The results showed that the shorter form of FOS (6 items) would be more effective and economical than the 12-item FOS (revised from Linderbaum & Levy, 2010 and Yang et al., 2014) for identifying mathematics and science undergraduates’ general feedback perceptions. Copyright © 2023 AERA.

Original language	English
Publication status	Published - May 2023
Event	2023 Annual Meeting of American Educational Research Association: "Interrogating Consequential Education Research in Pursuit of Truth" - Chicago, United States Duration: 13 Apr 2023 → 05 May 2023 https://www.aera.net/Events-Meetings/2023-Annual-Meeting

Conference

Conference	2023 Annual Meeting of American Educational Research Association: "Interrogating Consequential Education Research in Pursuit of Truth"
Abbreviated title	AERA 2023
Country/Territory	United States
City	Chicago
Period	13/04/23 → 05/05/23
Internet address	https://www.aera.net/Events-Meetings/2023-Annual-Meeting

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title = "Psychometric assessment of the Formative Orientation Scale in Chinese undergraduates",

abstract = "The present study took the initiative to examine the psychometric properties of the feedback orientation scale (FOS) in higher education with a sample of students majoring in mathematics and science. We adopted a construct-validity approach. Aside from confirmatory factor analysis, we also added item response theory analyses to generate more evidence of item difficulties. We used students{\textquoteright} major academic self-concept scale to examine the criterion-related validity. The results showed that the shorter form of FOS (6 items) would be more effective and economical than the 12-item FOS (revised from Linderbaum \& Levy, 2010 and Yang et al., 2014) for identifying mathematics and science undergraduates{\textquoteright} general feedback perceptions. Copyright {\textcopyright} 2023 AERA.",

author = "Di ZHANG and Lan YANG",

year = "2023",

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language = "English",

note = "2023 Annual Meeting of American Educational Research Association: {"}Interrogating Consequential Education Research in Pursuit of Truth{"}, AERA 2023 ; Conference date: 13-04-2023 Through 05-05-2023",

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TY - CONF

T1 - Psychometric assessment of the Formative Orientation Scale in Chinese undergraduates

AU - ZHANG, Di

AU - YANG, Lan

PY - 2023/5

Y1 - 2023/5

N2 - The present study took the initiative to examine the psychometric properties of the feedback orientation scale (FOS) in higher education with a sample of students majoring in mathematics and science. We adopted a construct-validity approach. Aside from confirmatory factor analysis, we also added item response theory analyses to generate more evidence of item difficulties. We used students’ major academic self-concept scale to examine the criterion-related validity. The results showed that the shorter form of FOS (6 items) would be more effective and economical than the 12-item FOS (revised from Linderbaum & Levy, 2010 and Yang et al., 2014) for identifying mathematics and science undergraduates’ general feedback perceptions. Copyright © 2023 AERA.

AB - The present study took the initiative to examine the psychometric properties of the feedback orientation scale (FOS) in higher education with a sample of students majoring in mathematics and science. We adopted a construct-validity approach. Aside from confirmatory factor analysis, we also added item response theory analyses to generate more evidence of item difficulties. We used students’ major academic self-concept scale to examine the criterion-related validity. The results showed that the shorter form of FOS (6 items) would be more effective and economical than the 12-item FOS (revised from Linderbaum & Levy, 2010 and Yang et al., 2014) for identifying mathematics and science undergraduates’ general feedback perceptions. Copyright © 2023 AERA.

M3 - Papers

T2 - 2023 Annual Meeting of American Educational Research Association: "Interrogating Consequential Education Research in Pursuit of Truth"

Y2 - 13 April 2023 through 5 May 2023

ER -

Psychometric assessment of the Formative Orientation Scale in Chinese undergraduates

Abstract

Conference

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