课堂过程公平的构成因素及其验证

Measuring Classroom Procedural Justice

学校情境的教育过程公平已成为当前研究的热点。然而,已有研究大多注重概念分析、价值判断,较少以实证数据为支撑,开发测量课堂过程公平的工具,讨论其内在结构。本研究设计探索性因素分析和验证性因素分析,开发测量中小学生的课堂过程公平感知问卷。探索性因素分析中,以497名中小学生为对象,提炼出包含4大因子,总数为17道题的问卷;验证性因子分析中,以另外576名中小学生为对象验证前述结构,并提出课堂过程公平的高阶因子模型。以此为基础,通过构建MIMIC模型,检验所提出的模型及问卷在不同性别、成绩以及学校的学生中的适应性。

Procedural justice is becoming a hot research topic in the school context. Most current studies focused on the conceptual analysis. There are limited studies based on empirical data or providing assessment tools. This study aims to develop a measuring tool to assess primary and secondary students＇ perceptions of classroom procedural justice by using factor analysis. A four-factor model with 17 items was generated from the exploratory factor analysis of the data of 497 primary and secondary students.. By using confirmatory factors analysis with the data of 576 primary and secondary students, a high-order factor model of classroom procedural justice was given. Based on the former analyses, the MIMIC model was used to test the reliability and validity of the model and the questionnaire across from students＇ gender, achievements and schools.