Sun Shuwei, Zhang Haiyan
School of Mathematics and Statistics, Xuzhou University of Technology, Xuzhou, Jiangsu, People's Republic of China.
Business School, Jiangsu Normal University, Xuzhou, Jiangsu, People's Republic of China.
Psychol Res Behav Manag. 2023 Mar 9;16:665-681. doi: 10.2147/PRBM.S402850. eCollection 2023.
"The cultural tightness-looseness orientation of college students", which involves college students' cognition about tolerance for non-learning-behavior in class, strength of learning-behavior norms in class, and strength of social norms in the generalized macro-context, offers a new perspective to explain college students' psychology and behavior and could effectively promote their all-round development. However, there is severely lack of a reliable and valid instrument. Hence, we seek to develop the Cultural Tightness-Looseness Orientation Scale for College Students (CTLOS-S) in the Chinese context.
We firstly pooled the initial 17 measuring items of CTLOS-S through literature review and the open-ended interview. After conducting questionnaire survey among 264 college students using the initial scale, we did a series of reliability and validity tests to get the formal CTLOS-S, based on which we further administered questionnaire survey among 755 college students to check its reliability, construct validity, criterion validity, content validity, and across-gender invariance.
The formal CTLOS-S contains 7-item subscale of tolerance orientation for non-learning-behavior in class, 4-item subscale of strength orientation of learning-behavior norms in class, and 3-item subscale of strength orientation of social norms in the generalized macro-context. The testing results of the second-stage questionnaire survey data (N = 755) demonstrate that the reliability coefficients of CTLOS-S and its three subscales are 0.85, 0.85, 0.83, and 0.76 separately, the internal 3-factor structure validity of CTLOS-S is satisfactorily acceptable with (74) = 318.76, CFI = 0.94, TLI = 0.93, RMSEA = 0.06, and SRMR = 0.04, and the content validity and criterion validity are satisfactory as the total score of CTLOS-S is positively correlated with each score of its three subscales and the total score of learning engagement scale. Besides, the 3-factor structure of CTLOS-S is invariant across gender.
The 14-item CTLOS-S we develop is a reliable and valid instrument for researchers to conduct quantitative studies on college students' cultural tightness-looseness orientation.
“大学生文化松紧取向”涉及大学生对课堂上非学习行为的容忍度认知、课堂学习行为规范的强度以及广义宏观背景下社会规范的强度，为解释大学生的心理和行为提供了新视角，能有效促进其全面发展。然而，严重缺乏可靠且有效的测量工具。因此，我们试图在中国背景下编制大学生文化松紧取向量表（CTLOS-S）。
我们首先通过文献回顾和开放式访谈汇总了CTLOS-S最初的17个测量项目。在对264名大学生使用初始量表进行问卷调查后，我们进行了一系列信效度检验以得到正式的CTLOS-S，在此基础上，我们进一步对755名大学生进行问卷调查，以检验其信度、结构效度、效标效度、内容效度和跨性别不变性。
正式的CTLOS-S包括课堂非学习行为容忍取向的7项分量表、课堂学习行为规范强度取向的4项分量表以及广义宏观背景下社会规范强度取向的3项分量表。第二阶段问卷调查数据（N = 755）的测试结果表明，CTLOS-S及其三个分量表的信度系数分别为0.85、0.85、0.83和0.76，CTLOS-S的内部三因素结构效度令人满意，χ²(74) = 318.76，CFI = 0.94，TLI = 0.93，RMSEA = 0.06，SRMR = 0.04，且内容效度和效标效度令人满意，因为CTLOS-S的总分与其三个分量表的各分数以及学习投入量表的总分呈正相关。此外，CTLOS-S的三因素结构在性别上具有不变性。
我们编制的14项CTLOS-S是研究人员对大学生文化松紧取向进行定量研究的可靠且有效的工具。
