A psychometric evaluation of teacher homework involvement scale in online learning environments

Fuyi Yang; Jianzhong Xu

doi:10.1007/s12144-017-9734-1

A psychometric evaluation of teacher homework involvement scale in online learning environments

Fuyi Yang
, Jianzhong Xu^*

^*此作品的通讯作者

教育学部

Mississippi State University

科研成果: 期刊稿件 › 文章 › 同行评审

15 引用（Scopus）

摘要

The current study evaluated the psychometric properties of the Teacher Homework Involvement Scale (THIS) for undergraduates in online environments. Based on a randomized divided sample, we carried out CFA with Group 1 (n = 306) and Group 2 (n = 306), respectively. CFA findings from both groups indicated that THIS contained three factors: Homework Quality, Autonomy Support, and Feedback Quality. Results further revealed that there was measurement invariance between these two groups. In addition, our findings revealed that latent factor means were invariant across gender for both groups combined. Furthermore, the THIS showed very good to excellent reliability. Finally, consistent with theoretical expectations, the THIS was positively associated with desirable behaviors regarding online homework assignments (effort, time management, and completion), online course quality, and online course satisfaction.

源语言	英语
页（从-至）	1713-1720
页数	8
期刊	Current Psychology
卷	38
期	6
DOI	https://doi.org/10.1007/s12144-017-9734-1
出版状态	已出版 - 1 12月 2019

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title = "A psychometric evaluation of teacher homework involvement scale in online learning environments",

abstract = "The current study evaluated the psychometric properties of the Teacher Homework Involvement Scale (THIS) for undergraduates in online environments. Based on a randomized divided sample, we carried out CFA with Group 1 (n = 306) and Group 2 (n = 306), respectively. CFA findings from both groups indicated that THIS contained three factors: Homework Quality, Autonomy Support, and Feedback Quality. Results further revealed that there was measurement invariance between these two groups. In addition, our findings revealed that latent factor means were invariant across gender for both groups combined. Furthermore, the THIS showed very good to excellent reliability. Finally, consistent with theoretical expectations, the THIS was positively associated with desirable behaviors regarding online homework assignments (effort, time management, and completion), online course quality, and online course satisfaction.",

keywords = "Autonomy support, Feedback quality, Homework quality, Online assignments, Undergraduate",

author = "Fuyi Yang and Jianzhong Xu",

note = "Publisher Copyright: {\textcopyright} 2017, Springer Science+Business Media, LLC, part of Springer Nature.",

year = "2019",

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doi = "10.1007/s12144-017-9734-1",

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AB - The current study evaluated the psychometric properties of the Teacher Homework Involvement Scale (THIS) for undergraduates in online environments. Based on a randomized divided sample, we carried out CFA with Group 1 (n = 306) and Group 2 (n = 306), respectively. CFA findings from both groups indicated that THIS contained three factors: Homework Quality, Autonomy Support, and Feedback Quality. Results further revealed that there was measurement invariance between these two groups. In addition, our findings revealed that latent factor means were invariant across gender for both groups combined. Furthermore, the THIS showed very good to excellent reliability. Finally, consistent with theoretical expectations, the THIS was positively associated with desirable behaviors regarding online homework assignments (effort, time management, and completion), online course quality, and online course satisfaction.

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A psychometric evaluation of teacher homework involvement scale in online learning environments

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