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ERIC Number: EJ1156635
Record Type: Journal
Publication Date: 2017-Nov
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0033-3085
Validity Evidence for the Chinese Version Classroom Appraisal of Resources and Demands (CARD)
Zhang, Juan; Wang, Chuang; Lambert, Richard; Wu, Chenggang; Wen, Hongbo
Psychology in the Schools, v54 n9 p1079-1093 Nov 2017
The Classroom Appraisal of Resources and Demands (CARD) was designed to evaluate teacher stress based on subjective evaluations of classroom demands and resources. However, the CARD has been mostly utilized in western countries. The aim of the current study was to provide aspects of the validity of responses to a Chinese version of the CARD that considers Chinese teachers' unique vocational conditions in the classroom. A sample of 580 Chinese elementary school teachers (510 female teachers and 70 male teachers) were asked to respond to the Chinese version of the CARD. Confirmatory factor analyses showed that the data fit the theoretical model very well (e.g., CFI: 0.982; NFI: 0.977; GFI: 0.968; SRMR: 0.028; RMSEA: 0.075; where CFI is comparative fit index, NFI is normed fit index, GFI is goodness of fit, SRMR is standardized root mean square residual, RMSEA is root mean square error of approximation), thus providing evidence of construct validity. Latent constructs of the Chinese version of the CARD were also found to be significantly associated with other measures that are related to teacher stress such as self-efficacy, job satisfaction, personal habits to deal with stress, and intention to leave their current job.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A