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Development and validation of the Critical Reflection Scale for youth in China

Factor structure and measurement invariance across age, gender, and sexual orientation

Bibliographic Data

ID15028876
AuthorsRandolph C H Chan (0000-0002-4604-5154, Department of Special Education and Counselling, The Education University of Hong Kong, corresponding author)
Year2023
Volume27
Issue3
Pages238-250
Publication date2023-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueApplied Developmental Science (JOURNAL)
Journal identifiersISSN: 1088-8691 • E-ISSN: 1532-480X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10888691.2022.2059481
OpenAlexW4224136164
LanguageEN
References cited53

Critical consciousness has received growing attention in developmental science, but most of the work has been conducted in Western liberal democracies. A critical examination is needed to determine whether critical consciousness can be appropriately measured in less democratic societies, where opportunity structures are different from those in Western liberal democracies. To establish the psychopolitical validity of a measure of critical reflection in less democratic societies, this study developed the Critical Reflection Scale (CRS) based on a sample of 3,015 youths in China. The results support a two-factor model of critical reflection, including (1) recognition of social inequity and (2) awareness of everyday oppression. The findings reveal varying levels of critical reflection across age, gender, and sexual orientation. Two items of the CRS function differently between young women and men. The CRS demonstrates good internal consistency and convergent validity, indicating that it is a psychometrically sound measure of critical reflection

Confirmatory factor analysis · Consciousness · Convergent validity · Critical consciousness · Developmental psychology · Internal consistency · Measurement invariance · Psychometrics · Scale (ratio · Structural equation modeling · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology · Youth Development and Social Support

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