Purpose： The purpose of the study was to examine the psychometric properties of the Chinese-translated Behavioral Regulation in Exercise Questionnaire-2 （C-BREQ-2） among Chinese university students from the Mainlan...Purpose： The purpose of the study was to examine the psychometric properties of the Chinese-translated Behavioral Regulation in Exercise Questionnaire-2 （C-BREQ-2） among Chinese university students from the Mainland and Hong Kong of China. Methods： University students from the Mainland （n = 191） and Hong Kong （n=194） of China participated in this study. Factorial validity, discriminant validity, nomological validity, internal reliability, and measurement invariance across sample of the C-BREQ-2 were examined. Results： Confirmatory factor analysis provided support for the factorial validity of the 18-item, 5-factor structure C-BREQ-2. Examination of the 95% confidence interval of the inter-factor correlations suggested that the C-BREQ-2 assesses related but distinct constructs, which provided support for its discriminant validity. The internal consistency reliability of the C-BREQ-2 was found acceptable. Examination of the pattern of inter-factor correlations between different regulations suggested that a simplex-like pattern was displayed, which provided evidence for the nomological validity of C-BREQ-2. The results from multi-group confirmatory factor analysis suggested that the factor loadings and variances/ covariances of the C-BREQ-2 measurement model were invariant across the Chinese university students in the Mainland and Hong Kong of China. Conclusion： The current study provided further psychometric evidence for the C-BREQ-2, which makes the further application and research of self-determination theory （SDT） based motivation in relation to exercise and physical activity in the Mainland of China context possible.展开更多
This study investigates the differences in pragmatic competence between Hong Kong and Chinese mainland university students.Participants included 19 native speakers of English,115 Chinese mainland students,divided into...This study investigates the differences in pragmatic competence between Hong Kong and Chinese mainland university students.Participants included 19 native speakers of English,115 Chinese mainland students,divided into those who had spent time abroad in an English-speaking country(CM A)and those who had not(CM NA),and 97 Hong Kong students,divided into those from an English-medium secondary school(Hong Kong EMI)and those from a Chinese-medium school(Hong Kong CMI).Linguistic proficiency was measured by a C-test,and pragmatic competence by a Metapragmatic Knowledge Test,an Irony Test and a Monologic Role Play.Group scores were compared using ANCOVAs to control for differences in proficiency.The results point to a continuum of pragmatic competence—EMI>CMI>CM A>CM NA—reflecting the groups’access to English in real-life contexts.The differences between the Hong Kong groups and the Chinese mainland groups were clearest in those tests measuring processing capacity(i.e.,Irony Response Time and the Monologic Role Play).CM A,but not CM NA,performed as well as the Hong Kong groups on measures of metapragmatic awareness.The results are discussed in terms of Bialystok’s(1993)distinction between analyzed representation and control of processing.展开更多
文摘Purpose： The purpose of the study was to examine the psychometric properties of the Chinese-translated Behavioral Regulation in Exercise Questionnaire-2 （C-BREQ-2） among Chinese university students from the Mainland and Hong Kong of China. Methods： University students from the Mainland （n = 191） and Hong Kong （n=194） of China participated in this study. Factorial validity, discriminant validity, nomological validity, internal reliability, and measurement invariance across sample of the C-BREQ-2 were examined. Results： Confirmatory factor analysis provided support for the factorial validity of the 18-item, 5-factor structure C-BREQ-2. Examination of the 95% confidence interval of the inter-factor correlations suggested that the C-BREQ-2 assesses related but distinct constructs, which provided support for its discriminant validity. The internal consistency reliability of the C-BREQ-2 was found acceptable. Examination of the pattern of inter-factor correlations between different regulations suggested that a simplex-like pattern was displayed, which provided evidence for the nomological validity of C-BREQ-2. The results from multi-group confirmatory factor analysis suggested that the factor loadings and variances/ covariances of the C-BREQ-2 measurement model were invariant across the Chinese university students in the Mainland and Hong Kong of China. Conclusion： The current study provided further psychometric evidence for the C-BREQ-2, which makes the further application and research of self-determination theory （SDT） based motivation in relation to exercise and physical activity in the Mainland of China context possible.
文摘This study investigates the differences in pragmatic competence between Hong Kong and Chinese mainland university students.Participants included 19 native speakers of English,115 Chinese mainland students,divided into those who had spent time abroad in an English-speaking country(CM A)and those who had not(CM NA),and 97 Hong Kong students,divided into those from an English-medium secondary school(Hong Kong EMI)and those from a Chinese-medium school(Hong Kong CMI).Linguistic proficiency was measured by a C-test,and pragmatic competence by a Metapragmatic Knowledge Test,an Irony Test and a Monologic Role Play.Group scores were compared using ANCOVAs to control for differences in proficiency.The results point to a continuum of pragmatic competence—EMI>CMI>CM A>CM NA—reflecting the groups’access to English in real-life contexts.The differences between the Hong Kong groups and the Chinese mainland groups were clearest in those tests measuring processing capacity(i.e.,Irony Response Time and the Monologic Role Play).CM A,but not CM NA,performed as well as the Hong Kong groups on measures of metapragmatic awareness.The results are discussed in terms of Bialystok’s(1993)distinction between analyzed representation and control of processing.
