Development and validation of the Teacher Rating Scale of Reflective Ability for three-to-six-year-old preschoolers in China / Desarrollo y validación de la Escala de Evaluación de la Capacidad de Reflexión de los preescolares chinos de tres a seis años para el profesorado de EP en China

Bibliographic Data

ID21479517
AuthorsYu Gong (0000-0002-8847-1047, Hangzhou Normal University), Yunpeng Wu (0000-0001-8414-9205, Dezhou University, corresponding author), Yali Dong (0009-0008-3324-9853, Hangzhou Normal University), Liping Qin (0000-0002-3270-8607, Dezhou University), Jianfen Wu (0000-0003-3578-0484, Hangzhou Normal University)
Year2025
Volume48
Issue4
Pages925-959
Publication date2025-11-01
Open AccessYes
TypeARTICLE
VenueJournal for the Study of Education and Development Infancia y Aprendizaje (JOURNAL)
Journal identifiersISSN: 0210-3702 • E-ISSN: 1578-4126
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/02103702251383609
OpenAlexW4416625413
LanguageES
References cited17

This study aimed to develop and validate the Teacher Rating Scale of Reflective Ability (TRSRA) for preschoolers aged three to six. The initial development involved interviews, observations and questionnaires, resulting in a scale with two dimensions and 11 indicators. Stratified random sampling selected 1,036 preschoolers from kindergartens in Zhejiang Province, China ( M age = 63.62 months, SD = 10.66; 46.81% boys). The TRSRA demonstrated high internal consistency (Cronbach’s α = .90 to .96) and confirmatory factor analysis supported its construct validity. Inter-rater reliability was acceptable ( r s = .64 to .66, p r s = .80 to .83, p r s = .68 to .83, p

Confirmatory factor analysis · Construct validity · Internal consistency · Metacognition · Rating scale · Stratified sampling · Collaborative Teaching and Inclusion · Educational and Psychological Assessments · Reflective Practices in Education

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