Approaches to studying and perceptions of the academic environment among university students in China

Price, Linda; Richardson, John T. E.; Robinson, Bernadette; Ding, Xiujian; Sun, Xiaoling; Han, Cunbo

doi:10.1080/02188791.2011.566996

Cited by 38 publications

(27 citation statements)

References 45 publications

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“…Yin, Lu, and Wang (2014) administered the CEQ to a large sample of students at 15 universities in different regions of China. In contrast to the studies by Zhang et al (2006) and Price et al (2011), they found a marginally acceptable fit to the intended six scales in a confirmatory factor analysis after one item had been dropped. Yin and Wang (2015) obtained similar results in a separate study of students at one teaching-oriented university and one research-oriented university in China (see also Yin, Wang, & Han, 2016).…”

Section: The Ceq In Non-western Contextscontrasting

confidence: 48%

“…Instead, the present results identified a relatively undifferentiated construct reflecting student support that was measured by items from five of the original six scales in the CEQ. A similar construct has been identified in some previous studies in non-Western countries (Law & Meyer, 2011;Price et al, 2011;Zhang et al, 2006), but not all. In the present case, it might be noted that all of the items with salient loadings on this factor were coded in reverse (see Table 2), suggesting that the students may simply have been responding to a common negative semantic or syntactic theme.…”

Section: Discussionmentioning

confidence: 62%

“…Such a construct has been identified in some studies carried out in non-Western countries (Fryer et al, 2012;Ning & Downing, 2010;Ullah et al, 2011;Yin et al, 2014) but not in others (Law & Meyer, 2011;Price et al, 2011;Zhang et al, 2006). In the context of West Bengal, this could be because all students are exposed almost exclusively to assessments that test their rote memory.…”

Section: Discussionmentioning

confidence: 99%

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Validating the Course Experience Questionnaire in West Bengal higher secondary education

Chakrabarty

Richardson

Sen

2016

Studies in Educational Evaluation

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AcknowledgementsWe are grateful to the schools in West Bengal who provided access to their students.West Bengal 2 ABSTRACT The Course Experience Questionnaire (CEQ) is a 36-item instrument that is intended to measure six different aspects of students' perceptions of the academic quality of their programmes. It has been widely used in Western countries, and it has also been used in nonWestern countries, including China, Hong Kong, Japan and Pakistan. Nevertheless, in the latter countries, it has sometimes not been possible to identify the full range of constructs that were supposed to be measured by the original CEQ. We translated the CEQ into Bengali and administered this to 552 science students at 15 higher secondary schools in West Bengal, India. A confirmatory factor analysis found that their responses provided a poor fit to the original six-factor model of the CEQ. An exploratory factor analysis identified just four constructs, which reflected good teaching, generic skills, student support and appropriate workload. The items with salient loadings on the four factors were used to construct four scales. The students' scores on three of the four scales showed satisfactory levels of internal consistency. A factor analysis of their scores on all four scales yielded one overarching factor that could be interpreted as a measure of perceived academic quality. A reduced version of the CEQ consisting of the 30 items that constitute these four scales can be recommended as a measure of students' perceptions of the academic quality of programmes in West Bengal.

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Section: The Ceq In Non-western Contextscontrasting

confidence: 48%

Section: Discussionmentioning

confidence: 62%

Section: Discussionmentioning

confidence: 99%

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Validating the Course Experience Questionnaire in West Bengal higher secondary education

Chakrabarty

Richardson

Sen

2016

Studies in Educational Evaluation

Self Cite

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“…Miller (n.d.) and Reynaldo and Santos (1999) define reliability as the extent to which a questionnaire, test, observation or any measurement procedure produces the same results on repeated trials. Tavakol and Dennick (2011) state that before a test can be applied for research investigation purposes internal consistency should be determined to ensure validity.…”

Section: Introductionmentioning

confidence: 99%

“…Entwistle and Ramsden's (1983) concepts of deep and surface approaches to learning are attractive because of their influence in teaching and learning today and their association with constructivist pedagogy. The deep learning approach is about learning the facts in relation to concepts and it includes monitoring the development of one's own understanding (Entwistle, et al, 2006;Price, et al, 2011). Mogashana, Case and Marshall (2012) ;Abedina, et al, (2013) pointed out that the major motivation in Establishing the reliability and validity of the ASSIST questionnaire: a South African sample perspective strategic approach is achieving rather than ideas and interest (deep approach) or fear of failure (surface approach).…”

Section: Introductionmentioning

confidence: 99%