Psychometric evaluation of the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) in Hong Kong

Atara SIVAN; Dennis W.K. Chan; Yee Wan Kwan

doi:10.2466/08.11.PR0.114k29w9

Psychometric evaluation of the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) in Hong Kong

Atara SIVAN^*, Dennis W.K. Chan, Yee Wan Kwan

^*Corresponding author for this work

Research output: Contribution to journal › Journal article › peer-review

14 Citations (Scopus)

Abstract

This study validated the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) with two samples (ns = 370 and 369) of primary school students in Hong Kong. The 48-item measure had acceptable internal consistency reliability, but the reliability coefficients of four of the scales were too low. The findings supported the validity of the circumplex model underlying the instrument and verified the ability of the measure to differentiate between students' perceptions in different classes. With the refinement of the measure based on reliability analysis and Principal Components Analysis, Confirmatory Factor Analysis was conducted on the 35-item instrument to test its hypothesized factor structure. Findings on model fit indices were mixed, lending some support to the eight-factor structure of the questionnaire.

Original language	English
Pages (from-to)	823-842
Number of pages	20
Journal	Psychological Reports
Volume	114
Issue number	3
DOIs	https://doi.org/10.2466/08.11.PR0.114k29w9
Publication status	Published - Jun 2014

Scopus Subject Areas

Psychology(all)

Access to Document

10.2466/08.11.PR0.114k29w9

Cite this

@article{64a6dcdd8e944031963229dff9d3bec9,

title = "Psychometric evaluation of the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) in Hong Kong",

abstract = "This study validated the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) with two samples (ns = 370 and 369) of primary school students in Hong Kong. The 48-item measure had acceptable internal consistency reliability, but the reliability coefficients of four of the scales were too low. The findings supported the validity of the circumplex model underlying the instrument and verified the ability of the measure to differentiate between students' perceptions in different classes. With the refinement of the measure based on reliability analysis and Principal Components Analysis, Confirmatory Factor Analysis was conducted on the 35-item instrument to test its hypothesized factor structure. Findings on model fit indices were mixed, lending some support to the eight-factor structure of the questionnaire.",

author = "Atara SIVAN and Chan, {Dennis W.K.} and Kwan, {Yee Wan}",

year = "2014",

month = jun,

doi = "10.2466/08.11.PR0.114k29w9",

language = "English",

volume = "114",

pages = "823--842",

journal = "Psychological Reports",

issn = "0033-2941",

publisher = "SAGE Publications Inc.",

number = "3",

}

TY - JOUR

T1 - Psychometric evaluation of the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) in Hong Kong

AU - SIVAN, Atara

AU - Chan, Dennis W.K.

AU - Kwan, Yee Wan

PY - 2014/6

Y1 - 2014/6

N2 - This study validated the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) with two samples (ns = 370 and 369) of primary school students in Hong Kong. The 48-item measure had acceptable internal consistency reliability, but the reliability coefficients of four of the scales were too low. The findings supported the validity of the circumplex model underlying the instrument and verified the ability of the measure to differentiate between students' perceptions in different classes. With the refinement of the measure based on reliability analysis and Principal Components Analysis, Confirmatory Factor Analysis was conducted on the 35-item instrument to test its hypothesized factor structure. Findings on model fit indices were mixed, lending some support to the eight-factor structure of the questionnaire.

AB - This study validated the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) with two samples (ns = 370 and 369) of primary school students in Hong Kong. The 48-item measure had acceptable internal consistency reliability, but the reliability coefficients of four of the scales were too low. The findings supported the validity of the circumplex model underlying the instrument and verified the ability of the measure to differentiate between students' perceptions in different classes. With the refinement of the measure based on reliability analysis and Principal Components Analysis, Confirmatory Factor Analysis was conducted on the 35-item instrument to test its hypothesized factor structure. Findings on model fit indices were mixed, lending some support to the eight-factor structure of the questionnaire.

UR - http://www.scopus.com/inward/record.url?scp=84903304484&partnerID=8YFLogxK

U2 - 10.2466/08.11.PR0.114k29w9

DO - 10.2466/08.11.PR0.114k29w9

M3 - Journal article

C2 - 25074304

AN - SCOPUS:84903304484

SN - 0033-2941

VL - 114

SP - 823

EP - 842

JO - Psychological Reports

JF - Psychological Reports

IS - 3

ER -

Psychometric evaluation of the Chinese version of the Questionnaire on Teacher Interaction (C-QTI) in Hong Kong

Abstract

Scopus Subject Areas

Access to Document

Other files and links

Fingerprint

Cite this