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<p>This study aimed to develop and validate the Children’s approaches to learning questionnaire (CATLQ) from the parent-report perspective, addressing the gap in reliable instruments for assessing children’s learning in China. In Study 1, item analysis and exploratory factor analysis (EFA) were conducted with 188 parents to refine the questionnaire, identify key factors, and explore its underlying structure. Study 2, involving 390 parents, employed confirmatory factor analysis (CFA) to confirm the CATLQ’s construct validity, convergent validity, and internal consistency. Composite reliability and Cronbach’s alpha were also calculated to ensure measurement reliability. Study 3 further explored the relationships between children’s learning approaches, gender, age, and parental educational background. The results confirmed the CATLQ’s strong validity and reliability, revealing significant correlations between children’s approaches to learning and these factors and underscoring the crucial role of parental engagement in fostering children’s learning through daily interactions and play.</p>

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Development and Validation of the Children’s Approaches to Learning Questionnaire from Parent Ratings in China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月24日

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  • Lu Han,
  • Mohd Nazri Abdul Rahman

摘要

This study aimed to develop and validate the Children’s approaches to learning questionnaire (CATLQ) from the parent-report perspective, addressing the gap in reliable instruments for assessing children’s learning in China. In Study 1, item analysis and exploratory factor analysis (EFA) were conducted with 188 parents to refine the questionnaire, identify key factors, and explore its underlying structure. Study 2, involving 390 parents, employed confirmatory factor analysis (CFA) to confirm the CATLQ’s construct validity, convergent validity, and internal consistency. Composite reliability and Cronbach’s alpha were also calculated to ensure measurement reliability. Study 3 further explored the relationships between children’s learning approaches, gender, age, and parental educational background. The results confirmed the CATLQ’s strong validity and reliability, revealing significant correlations between children’s approaches to learning and these factors and underscoring the crucial role of parental engagement in fostering children’s learning through daily interactions and play.