Development and Validation of the Children's Approaches to Learning Questionnaire from Parent Ratings in China.
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| Title: | Development and Validation of the Children's Approaches to Learning Questionnaire from Parent Ratings in China. |
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| Authors: | Han, Lu1,2 (AUTHOR), Abdul Rahman, Mohd Nazri1 (AUTHOR) mohdnazri_ar@um.edu.my |
| Source: | International Journal of Early Childhood. Dec2025, Vol. 57 Issue 3, p959-985. 27p. |
| Subject Terms: | *Test validity, *Exploratory factor analysis, *Educational evaluation, *Student engagement, *Parent-child relationships, *Parent attitudes, Questionnaires |
| Geographic Terms: | China |
| Abstract (English): | This study aimed to develop and validate the Children's approaches to learning questionnaire (CATLQ) from the parent-report perspective, addressing the gap in reliable instruments for assessing children's learning in China. In Study 1, item analysis and exploratory factor analysis (EFA) were conducted with 188 parents to refine the questionnaire, identify key factors, and explore its underlying structure. Study 2, involving 390 parents, employed confirmatory factor analysis (CFA) to confirm the CATLQ's construct validity, convergent validity, and internal consistency. Composite reliability and Cronbach's alpha were also calculated to ensure measurement reliability. Study 3 further explored the relationships between children's learning approaches, gender, age, and parental educational background. The results confirmed the CATLQ's strong validity and reliability, revealing significant correlations between children's approaches to learning and these factors and underscoring the crucial role of parental engagement in fostering children's learning through daily interactions and play. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Resumen: Este estudio tuvo como objetivo desarrollar y validar el Cuestionario de Enfoques de Aprendizaje Infantil (CATLQ) desde la perspectiva de los padres, abordando la falta de instrumentos fiables para evaluar el aprendizaje infantil en China. En el Estudio 1, se realizaron análisis de ítems y análisis factorial exploratorio (AFE) con 188 padres para refinar el cuestionario, identificar factores clave y explorar su estructura subyacente. El Estudio 2, que involucró a 390 padres, empleó análisis factorial confirmatorio (AFC) para confirmar la validez de constructo, la validez convergente y la consistencia interna del CATLQ. También se calcularon la fiabilidad compuesta y el alfa de Cronbach para garantizar la fiabilidad de la medición. El Estudio 3 exploró además las relaciones entre los enfoques de aprendizaje infantil, el género, la edad y el nivel educativo de los padres. Los resultados confirmaron la sólida validez y fiabilidad del CATLQ, revelando correlaciones significativas entre los enfoques de aprendizaje infantil y dichos factores, y subrayando el papel fundamental de la implicación parental en el fomento del aprendizaje infantil mediante las interacciones cotidianas y el juego. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Cette étude visait à développer et valider le Questionnaire sur les approches d'apprentissage des enfants (CATLQ) du point de vue des parents, en répondant au manque d'instruments fiables pour évaluer les apprentissages des enfants en Chine. Dans l'Étude 1, une analyse des items et une analyse factorielle exploratoire (AFE) ont été menées auprès de 188 parents afin d'affiner le questionnaire, d'identifier les facteurs clés et d'explorer sa structure sousjacente. L'Étude 2, impliquant 390 parents, a utilisé une analyse factorielle confirmatoire (AFC) pour confirmer la validité de construit, la validité convergente et la cohérence interne du CATLQ. La fiabilité composite et le coefficient alpha de Cronbach ont également été calculés pour garantir la fiabilité des mesures. L'Étude 3 a approfondi les relations entre les approches d'apprentissage des enfants, le genre, l'âge et le niveau d'instruction des parents. Les résultats ont confirmé la forte validité et fiabilité du CATLQ, révélant des corrélations significatives entre les approches d'apprentissage et ces facteurs, soulignant ainsi le rôle crucial de l'engagement parental dans le développement des apprentissages des enfants à travers les interactions quotidiennes et le jeu. Español [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This study aimed to develop and validate the Children's approaches to learning questionnaire (CATLQ) from the parent-report perspective, addressing the gap in reliable instruments for assessing children's learning in China. In Study 1, item analysis and exploratory factor analysis (EFA) were conducted with 188 parents to refine the questionnaire, identify key factors, and explore its underlying structure. Study 2, involving 390 parents, employed confirmatory factor analysis (CFA) to confirm the CATLQ's construct validity, convergent validity, and internal consistency. Composite reliability and Cronbach's alpha were also calculated to ensure measurement reliability. Study 3 further explored the relationships between children's learning approaches, gender, age, and parental educational background. The results confirmed the CATLQ's strong validity and reliability, revealing significant correlations between children's approaches to learning and these factors and underscoring the crucial role of parental engagement in fostering children's learning through daily interactions and play. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207187 |
| DOI: | 10.1007/s13158-025-00430-8 |
