Instrument Adaptation in Cross-Cultural Studies of Students' Mathematics-Related Beliefs: Learning from Healthcare Research

Autor/inn/en	Andrews, Paul; Diego-Mantecón, Jose
Titel	Instrument Adaptation in Cross-Cultural Studies of Students' Mathematics-Related Beliefs: Learning from Healthcare Research
Quelle	In: Compare: A Journal of Comparative and International Education, 45 (2015) 4, S.545-567 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2014.884346
Schlagwörter	Cross Cultural Studies; Mathematics; Student Attitudes; Beliefs; Test Construction; Questionnaires; Adolescents; Foreign Countries; Surveys; Health Services; Interviews; Translation; Spanish; English; Indo European Languages; Secondary School Students; Factor Analysis; Spain; United Kingdom (England) + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Mathematik; Schülerverhalten; Belief; Glaube; Testaufbau; Fragebogen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Survey; Umfrage; Befragung; Health service; Gesundheitsdienst; Gesundheitswesen; Interviewing; Interviewtechnik; Spanisch; English language; Englisch; Indoeuropäisch; Sekundarschüler; Faktorenanalyse; Spanien
Abstract	Much comparative research into education-related beliefs has exploited questionnaires developed in one culture for use in another. This has been particularly the case in mathematics education, the focus of this paper. In so doing, researchers have tended to assume that translation alone is sufficient to warrant a reliable and valid instrument for cross-cultural research, prompting concerns that a number of necessary equivalences are unlikely to have been addressed. In this paper, we consider the nature of these equivalences before examining the literature of a different field, healthcare research, to synthesise an approach to instrument adaptation that is pragmatic but rigorous. Finally, we demonstrate how this pragmatic approach, incorporating extensive cognitive interviews, enabled us to adapt and refine a mathematics-related beliefs questionnaire, developed in Flanders, for use with students aged 14-15 in England and Spain. Analyses indicate that the instrument so developed is multidimensional, reliable and cross-culturally valid. Some implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01