论文标题
验证本科数学和统计学生的短形式课堂社区量表
A validation of the short-form classroom community scale for undergraduate mathematics and statistics students
论文作者
论文摘要
这项研究考察了Cho和Demmans Epp对Rovai著名的课堂社区量表（CCS-SF）的简短改编，以此作为对入门本科数学和统计学生的课堂社区的衡量。进行了一系列统计分析，以研究CCS-SF对这一新人群的有效性。从351名参加21个在线课程的学生收集了数据，这些学生在2020年秋季和2021年春季在美国的一所私立大学提供了学分。进一步的验证性分析与来自128名本科生的数据进行了进一步的数据，该数据是在同一机构的2021年秋季在2021年秋季提供信贷的13种本科和混合阶级。遵循Rovai最初的20个项目CCS，8项CCS-SF产生了两个可解释的因素，即连接性和学习。这项研究证实了CCS-SF的两因素结构，并得出结论，这是在远程，混合和面对面的入门数学和统计课程中入学的本科生中课堂社区的有效度量。
This study examines Cho and Demmans Epp's short-form adaptation of Rovai's well-known Classroom Community Scale (CCS-SF) as a measure of classroom community among introductory undergraduate math and statistics students. A series of statistical analyses were conducted to investigate the validity of the CCS-SF for this new population. Data were collected from 351 students enrolled in 21 online classes, offered for credit in Fall 2020 and Spring 2021 at a private university in the United States. Further confirmatory analysis was conducted with data from 128 undergraduates enrolled in 13 in-person and hybrid classes, offered for credit in Fall 2021 at the same institution. Following Rovai's original 20-item CCS, the 8-item CCS-SF yields two interpretable factors, connectedness and learning. This study confirms the two-factor structure of the CCS-SF, and concludes that it is a valid measure of classroom community among undergraduate students enrolled in remote, hybrid, and in-person introductory mathematics and statistics courses.
