Article: Validation of the Chinese version of the Sense of Self (SOS) Scale
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| Title | Validation of the Chinese version of the Sense of Self (SOS) Scale |
|---|---|
| Authors | King, RB2 Ganotice, FA Watkins, DA2 |
| Keywords | Education Education & Society |
| Issue Date | 2011 |
| Publisher | Springer Netherlands |
| Citation | Asia Pacific Education Review, 2011, p. 1-9 [How to Cite?] DOI: http://dx.doi.org/10.1007/s12564-011-9195-4 |
| ISSN | 1598-1037 2011 Impact Factor: 0.472 2011 SCImago Journal Rankings: 0.027 |
| DOI | http://dx.doi.org/10.1007/s12564-011-9195-4 |
| References | Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modelling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423.. doi: 10.1037/0033-2909.103.3.411 Baldwin, M. W., & Sinclair, L. (1996). Self-esteem and “if then” contingencies of interpersonal acceptance. Journal of Personality and Social Psychology, 71, 1130–1141.. doi: 10.1037/0022-3514.71.6.1130 Baumeister, R. F., Campbell, J. D., Kreuger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1–44.. doi: 10.1111/1529-1006.01431 Bernardo, A. B. I. (2008). Individual and social dimensions of Filipino students’ achievement goals. International Journal of Psychology, 43, 886–891.. doi: 10.1080/00207590701837834 Biggs, J. B., Kember, D., & Leung, D. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149.. doi: 10.1348/000709901158433 Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1–40. Marsh, H. W. (1993). The multidimensional structure of physical fitness: Invariance over gender and age. Research Quarterly for Exercise and Sport, 64, 256–273. Marsh, H. W. (1997). The measurement of physical self-concept: A construct validation approach. In K. Fox (Ed.), The physical self-concept: From motivation to well-being (pp. 27–58). Champaign, IL: Human Kinetics. Marsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and Adjustment. San Diego, CA: Academic Press. Marsh, H. W., Craven, R., & McInerney, D. M. (Eds.). (2003). International advances in self research. Greenwich, Connecticut: Information Age Publishing. McInerney, D. M., & Liem, G. A. D. (2009). Achievement motivation in cross-cultural context: Application of personal investment theory in educational settings. In A. Kaplan, S. A. Karabenick, & E. De Groot (Eds.), Culture, self, and motivation: Essays in honor of Martin L. Maehr (pp. 213–241). Greenwich, CT: Information Age Publishing. McInerney, D. M., & Van Etten, S. (Eds.). (2002). Sociocultural influences on motivation and learning. Greenwich, CT: Information Age. McInerney, D. M., Yeung, S. Y., & McInerney, V. (2001). Cross cultural validation of the inventory of school motivation (ISM). Journal of Applied Psychological Measurement, 2, 134–152. McInerney, D. M., Marsh, H. W., & Yeung, A. S. (2003). Toward a hierarchical model of school motivation. Journal of Applied Measurement, 4, 335–357. McInerney, D. M., Maehr, M. L., & Dowson, M. (2004). Cross-cultural studies of motivation and achievement: Implications for applied settings. In C. D. Spielberger (Ed.), Encyclopedia of applied psychology. Oxford, UK: Elsevier Academic Press. Murphy-Berman, V., & Berman, J. J. (2003). Introduction. In V. Murphy-Berman & J. J. Berman (Eds.), Nebraska symposium on motivation: Cross-cultural differences in perspectives on the self (Vol. 49, pp. ix–xv). Lincoln: University of Nebraska Press.. doi: 10.1023/A:1021302408382 Salili, F., Chiu, C. Y., & Lai, S. (2001). The influence of culture and context on students: Motivational orientation and performance. In F. Salili, C. Chiu, & Y. Hong (Eds.), Student motivation: The culture and context of learning (pp. 221–247). London: Plenum. Stevens, J. (2002). Applied multivariate statistics for the social sciences. New York: Routledge. Tao, V., & Hong, Y. Y. (2000). A meaning system approach to Chinese students’ achievement goals. Journal of Psychology in Chinese Societies, 1, 13–38. Watkins, D. A., & Biggs, J. B. (Eds.). (1996). The Chinese learner: Cultural, psychological and contextual influences. Hong Kong/Melbourne: Comparative Education Research Center, The University of Hong Kong/Australian Council for Educational Research. Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong/Melbourne: Comparative Education Research Center, The University of Hong Kong/Australian Council for Educational Research. Watkins, D., McInerney, D. M., & Lee, C. (2002a). Assessing the school motivation of Hong Kong students. Psychologia, 45, 145–154. Watkins, D., McInerney, D., Lee, C., Akande, A., & Regmi, M. (2002b). Motivation and learning strategies: A cross-cultural perspective. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning vol 2: sociocultural influences on motivation and learning (pp. 329–343). Greenwich, CT: Information Age. Watkins, D., McInerney, D. M., & Boholst, F. A. (2003). The reliability and validity of the Inventory of School Motivation: A Philippine Investigation. The Asia Pacific Education Researcher, 12, 87–100. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9, 233–255.. doi: 10.1207/S15328007SEM0902_5 Cross, S. E., & Madson, L. (1997). Models of the self: Self-construals and gender. Psychological Bulletin, 122, 5–37.. doi: 10.1037/0033-2909.122.1.5 Cross, S. E., Morris, M., & Gore, J. (2002). Thinking about oneself and others: The relational-interdependent self-construal and social cognition. Journal of Personality and Social Psychology, 82, 399–418.. doi: 10.1037/0022-3514.82.3.399 Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227–268.. doi: 10.1207/S15327965PLI1104_01 Dmitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43, 121–149.. doi: 10.1177/0748175610373459 Fischer, R. (2004). Standardization to account for cross-cultural response bias: A classification of score adjustment procedures and review of research in JCCP. Journal of Cross-Cultural Psychology, 35, 263–282.. doi: 10.1177/0022022104264122 Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3–13.. doi: 10.1037/0022-0663.93.1.3 Goyette, K., & Xie, Y. (1999). Educational expectations of Asian American youths: Determinants and ethnic differences. Sociology of Education, 72, 22–36.. doi: 10.2307/2673184 Graham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3, 5–58.. doi: 10.1007/BF01323661 Hambleton, R. K. (2001). The next generation of the ITC test translation and adaptation guidelines. European Journal of Psychological Assessment, 17(3), 164–172.. doi: 10.1027//1015-5759.17.3.164 Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1–55.. doi: 10.1080/10705519909540118 Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented Korean students? Journal of Educational Psychology, 101, 644–661.. doi: 10.1037/a0014241 Lau, S., Liem, A. D., & Nie, Y. (2008). Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78, 639–662.. doi: 10.1348/000709907X270261 Marsh, H. W. (1990). A multidimensional hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77–172.. doi: 10.1007/BF01322177 Marsh, H. W. (1994). Confirmatory factor analysis models of factorial invariance: A multifaceted approach. Structural Equation Modeling, 1, 5–34.. doi: 10.1080/10705519409539960 Marsh, H. W., & Craven, R. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and multidimensional perspectives. Perspectives on Psychological Science, 1, 133–163.. doi: 10.1111/j.1745-6916.2006.00010.x Marsh, H. W., & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56–67.. doi: 10.1037/0022-0663.96.1.56 Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 542–552.. doi: 10.1177/0146167207312313 Marsh, H. W., Byrne, B. M., & Yeung, A. S. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34, 155–167.. doi: 10.1207/s15326985ep3403_2 Marsh, H. W., Hau, K. T., & Kong, C. K. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal, 39, 727–763.. doi: 10.3102/00028312039003727 Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., et al. (2008). The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319–350.. doi: 10.1007/s10648-008-9075-6 Martin, A. J. (2003). Boys and motivation: Contrasts and comparisons with girls’ approaches to schoolwork. Australian Educational Researcher, 30, 43–46.. doi: 10.1007/BF03216797 Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56, 133–146.. doi: 10.1080/00049530412331283363 McInerney, D. M. (2004). A discussion of future time perspective. Educational Psychology Review, 16, 141–151.. doi: 10.1023/B:EDPR.0000026610.18125.a3 McInerney, D. M. (2008). Personal investment, culture and learning: Insights into school achievement across Anglo, Aboriginal, Asian and Lebanese students in Australia. International Journal of Psychology, 43, 870–879.. doi: 10.1080/00207590701836364 McInerney, D. M., & Ali, J. (2006). Multidimensional and hierarchical assessment of school motivation: Cross-cultural validation. Educational Psychology, 26, 595–612.. doi: 10.1080/01443410500342559 McInerney, D. M., Dowson, M., & Yeung, A. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement, 65, 1046–1066.. doi: 10.1177/0013164405278561 Ratelle, C. F., Guay, F., Larose, S., & Senecal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743–754.. doi: 10.1037/0022-0663.96.4.743 Scheff, T. J., & Fearon, D. S. (2004). Cognition and emotion? The dead end in self-esteem research. Journal of the Theory for Social Behavior, 34, 73–91.. doi: 10.1111/j.1468-5914.2004.00235.x Swann, W. B., Chang-Schneider, C., & McClarty, K. L. (2007). Do people’s self-views matter? Self-concept and self-esteem in everyday life. American Psychologist, 62, 84–94.. doi: 10.1037/0003-066X.62.2.84 Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 193–226.. doi: 10.1037/0033-2909.103.2.193 Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111–133.. doi: 10.1207/s15326985ep3902_3 Van de Vijver, F., & Hambleton, R. K. (1996). Translating test: Some practical guidelines. European Psychologist, 1, 89–99.. doi: 10.1027/1016-9040.1.2.89 Watkins, D., Regmi, M., & Astilla, E. (1991). The Asian learner-as-a-rote-learner stereotype: Myth or reality? Educational Psychology, 11, 21–34.. doi: 10.1080/0144341910110102 Wong, M. S. W., & Watkins, D. A. (2001). Self-esteem and ability grouping: A Hong Kong investigation of the big fish little pond effect. Educational Psychology, 21, 79–87.. doi: 10.1080/01443410123082 Arbuckle, J. L. (2007). Amos 16 user’s guide. Chicago: SPSS. Bentler, P. M., & Chou, C. P. (1987). Practical issues in structural modeling. Sociological Methods and Research, 16, 78–117. Bernardo, A. B. I., Salanga, M. G. C., & Aguas, K. M. C. (2008). Filipino adolescent students’ conceptions of learning goals. In O. S. Tan, D. M. McInerney, A. D. Liem, & A. G. Tan (Eds.), What the West can learn from the East: Asian perspectives on the psychology of learning and motivation (pp. 169–190). Greenwich, CT: Information Age Press. Biggs, J. B. (1992). Why and how do Hong Kong students learn? using the learning and study process questionnaires. Education paper no. 14, Faculty of Education, The University of Hong Kong. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley. Bond, M. H. (1996). The handbook of Chinese psychology. Hong Kong: Oxford University Press. Byrne, B. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Mahwah, NJ: Erlbaum. Combs, A. W. (1961). What can man become? California Journal for Instructional Improvement, 4, 15–23. Crocker, J., & Park, L. E. (2004). Self-esteem and clarity of the self-concept. Journal of Personality and Social Psychology, 59, 538–549. Dowson, M., Barker, K., & McInerney, D. M. (2004). Who’s on first? Causal ordering of academic self-concept, motivational goals, and achievement. Paper presented at the third international Biennial SELF research conference, Berlin, Germany. Hambleton, R. K., Merenda, P., & Spielberger, C. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Hillsdale, NJ: Lawrence S. Erlbaum Publishers. Harter, S. (1998). The development of self-representations. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 553–617). New York: Wiley. Hu, L. T., & Bentler, P. M. (1995). Measuring model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications. Thousand Oaks, CA: Sage. Maehr, M. L. (1984). Meaning and motivation: Toward a theory of personal investment. In R. E. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 115–144). New York: Academic Press. Maehr, M. L., & Braskamp, L. A. (1986). The motivation factor: A theory of personal investment. Lexington, MA: Lexington Books. Maehr, M. L., & McInerney, D. M. (2004). Motivation as personal investment. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 61–90). Greenwich, CT: Information Age Publishing. Maneesriwongul, W., & Dixon, J. K. (2004). Instrument translation process: A methods review. Journal of Advanced Nursing, 48, 175–186. |
| dc.contributor.author | King, RB |
|---|---|
| dc.contributor.author | Ganotice, FA |
| dc.contributor.author | Watkins, DA |
| dc.date.accessioned | 2012-05-28T08:17:59Z |
| dc.date.available | 2012-05-28T08:17:59Z |
| dc.date.issued | 2011 |
| dc.description.nature | published_or_final_version |
| dc.description.other | Springer Open Choice, 28 May 2012 |
| dc.identifier.citation | Asia Pacific Education Review, 2011, p. 1-9 [How to Cite?] DOI: http://dx.doi.org/10.1007/s12564-011-9195-4 |
| dc.identifier.doi | http://dx.doi.org/10.1007/s12564-011-9195-4 |
| dc.identifier.eissn | 1876-407X |
| dc.identifier.epage | 9 |
| dc.identifier.isi | WOS:000305127800013 |
| dc.identifier.issn | 1598-1037 2011 Impact Factor: 0.472 2011 SCImago Journal Rankings: 0.027 |
| dc.identifier.openurl | |
| dc.identifier.scopus | eid_2-s2.0-84862228542 |
| dc.identifier.spage | 1 |
| dc.identifier.uri | http://hdl.handle.net/10722/147113 |
| dc.language | Eng |
| dc.publisher | Springer Netherlands |
| dc.relation.ispartof | Asia Pacific Education Review |
| dc.relation.references | Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modelling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423.. doi: 10.1037/0033-2909.103.3.411 |
| dc.relation.references | Baldwin, M. W., & Sinclair, L. (1996). Self-esteem and “if then” contingencies of interpersonal acceptance. Journal of Personality and Social Psychology, 71, 1130–1141.. doi: 10.1037/0022-3514.71.6.1130 |
| dc.relation.references | Baumeister, R. F., Campbell, J. D., Kreuger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1–44.. doi: 10.1111/1529-1006.01431 |
| dc.relation.references | Bernardo, A. B. I. (2008). Individual and social dimensions of Filipino students’ achievement goals. International Journal of Psychology, 43, 886–891.. doi: 10.1080/00207590701837834 |
| dc.relation.references | Biggs, J. B., Kember, D., & Leung, D. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149.. doi: 10.1348/000709901158433 |
| dc.relation.references | Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1–40. |
| dc.relation.references | Marsh, H. W. (1993). The multidimensional structure of physical fitness: Invariance over gender and age. Research Quarterly for Exercise and Sport, 64, 256–273. |
| dc.relation.references | Marsh, H. W. (1997). The measurement of physical self-concept: A construct validation approach. In K. Fox (Ed.), The physical self-concept: From motivation to well-being (pp. 27–58). Champaign, IL: Human Kinetics. |
| dc.relation.references | Marsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and Adjustment. San Diego, CA: Academic Press. |
| dc.relation.references | Marsh, H. W., Craven, R., & McInerney, D. M. (Eds.). (2003). International advances in self research. Greenwich, Connecticut: Information Age Publishing. |
| dc.relation.references | McInerney, D. M., & Liem, G. A. D. (2009). Achievement motivation in cross-cultural context: Application of personal investment theory in educational settings. In A. Kaplan, S. A. Karabenick, & E. De Groot (Eds.), Culture, self, and motivation: Essays in honor of Martin L. Maehr (pp. 213–241). Greenwich, CT: Information Age Publishing. |
| dc.relation.references | McInerney, D. M., & Van Etten, S. (Eds.). (2002). Sociocultural influences on motivation and learning. Greenwich, CT: Information Age. |
| dc.relation.references | McInerney, D. M., Yeung, S. Y., & McInerney, V. (2001). Cross cultural validation of the inventory of school motivation (ISM). Journal of Applied Psychological Measurement, 2, 134–152. |
| dc.relation.references | McInerney, D. M., Marsh, H. W., & Yeung, A. S. (2003). Toward a hierarchical model of school motivation. Journal of Applied Measurement, 4, 335–357. |
| dc.relation.references | McInerney, D. M., Maehr, M. L., & Dowson, M. (2004). Cross-cultural studies of motivation and achievement: Implications for applied settings. In C. D. Spielberger (Ed.), Encyclopedia of applied psychology. Oxford, UK: Elsevier Academic Press. |
| dc.relation.references | Murphy-Berman, V., & Berman, J. J. (2003). Introduction. In V. Murphy-Berman & J. J. Berman (Eds.), Nebraska symposium on motivation: Cross-cultural differences in perspectives on the self (Vol. 49, pp. ix–xv). Lincoln: University of Nebraska Press.. doi: 10.1023/A:1021302408382 |
| dc.relation.references | Salili, F., Chiu, C. Y., & Lai, S. (2001). The influence of culture and context on students: Motivational orientation and performance. In F. Salili, C. Chiu, & Y. Hong (Eds.), Student motivation: The culture and context of learning (pp. 221–247). London: Plenum. |
| dc.relation.references | Stevens, J. (2002). Applied multivariate statistics for the social sciences. New York: Routledge. |
| dc.relation.references | Tao, V., & Hong, Y. Y. (2000). A meaning system approach to Chinese students’ achievement goals. Journal of Psychology in Chinese Societies, 1, 13–38. |
| dc.relation.references | Watkins, D. A., & Biggs, J. B. (Eds.). (1996). The Chinese learner: Cultural, psychological and contextual influences. Hong Kong/Melbourne: Comparative Education Research Center, The University of Hong Kong/Australian Council for Educational Research. |
| dc.relation.references | Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong/Melbourne: Comparative Education Research Center, The University of Hong Kong/Australian Council for Educational Research. |
| dc.relation.references | Watkins, D., McInerney, D. M., & Lee, C. (2002a). Assessing the school motivation of Hong Kong students. Psychologia, 45, 145–154. |
| dc.relation.references | Watkins, D., McInerney, D., Lee, C., Akande, A., & Regmi, M. (2002b). Motivation and learning strategies: A cross-cultural perspective. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning vol 2: sociocultural influences on motivation and learning (pp. 329–343). Greenwich, CT: Information Age. |
| dc.relation.references | Watkins, D., McInerney, D. M., & Boholst, F. A. (2003). The reliability and validity of the Inventory of School Motivation: A Philippine Investigation. The Asia Pacific Education Researcher, 12, 87–100. |
| dc.relation.references | Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9, 233–255.. doi: 10.1207/S15328007SEM0902_5 |
| dc.relation.references | Cross, S. E., & Madson, L. (1997). Models of the self: Self-construals and gender. Psychological Bulletin, 122, 5–37.. doi: 10.1037/0033-2909.122.1.5 |
| dc.relation.references | Cross, S. E., Morris, M., & Gore, J. (2002). Thinking about oneself and others: The relational-interdependent self-construal and social cognition. Journal of Personality and Social Psychology, 82, 399–418.. doi: 10.1037/0022-3514.82.3.399 |
| dc.relation.references | Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227–268.. doi: 10.1207/S15327965PLI1104_01 |
| dc.relation.references | Dmitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43, 121–149.. doi: 10.1177/0748175610373459 |
| dc.relation.references | Fischer, R. (2004). Standardization to account for cross-cultural response bias: A classification of score adjustment procedures and review of research in JCCP. Journal of Cross-Cultural Psychology, 35, 263–282.. doi: 10.1177/0022022104264122 |
| dc.relation.references | Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3–13.. doi: 10.1037/0022-0663.93.1.3 |
| dc.relation.references | Goyette, K., & Xie, Y. (1999). Educational expectations of Asian American youths: Determinants and ethnic differences. Sociology of Education, 72, 22–36.. doi: 10.2307/2673184 |
| dc.relation.references | Graham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3, 5–58.. doi: 10.1007/BF01323661 |
| dc.relation.references | Hambleton, R. K. (2001). The next generation of the ITC test translation and adaptation guidelines. European Journal of Psychological Assessment, 17(3), 164–172.. doi: 10.1027//1015-5759.17.3.164 |
| dc.relation.references | Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1–55.. doi: 10.1080/10705519909540118 |
| dc.relation.references | Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented Korean students? Journal of Educational Psychology, 101, 644–661.. doi: 10.1037/a0014241 |
| dc.relation.references | Lau, S., Liem, A. D., & Nie, Y. (2008). Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78, 639–662.. doi: 10.1348/000709907X270261 |
| dc.relation.references | Marsh, H. W. (1990). A multidimensional hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77–172.. doi: 10.1007/BF01322177 |
| dc.relation.references | Marsh, H. W. (1994). Confirmatory factor analysis models of factorial invariance: A multifaceted approach. Structural Equation Modeling, 1, 5–34.. doi: 10.1080/10705519409539960 |
| dc.relation.references | Marsh, H. W., & Craven, R. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and multidimensional perspectives. Perspectives on Psychological Science, 1, 133–163.. doi: 10.1111/j.1745-6916.2006.00010.x |
| dc.relation.references | Marsh, H. W., & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56–67.. doi: 10.1037/0022-0663.96.1.56 |
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| dc.rights | The Author(s) |
| dc.rights | Creative Commons: Attribution 3.0 Hong Kong License |
| dc.subject | Education |
| dc.subject | Education & Society |
| dc.title | Validation of the Chinese version of the Sense of Self (SOS) Scale |
| dc.type | Article |
Author Affiliations
- Palawan State University
- The University of Hong Kong