Validation and Standardization of the Constructivist Conceptual Learning and Thinking Questionnaire for Male Adolescents

Abstract

Aim: The present study aimed to validate and standardize a constructivist conceptual learning and thinking questionnaire for male adolescents. Methods: The study was descriptive and correlational, and its statistical population consisted of all male students of public secondary schools in Jiroft in the academic year of 2020-2021. The initial sample size was equal to 210 individuals who were selected using a multi-stage cluster sampling. The research tools included the constructivist conceptual learning and thinking scale- the revised version by Purdie and Hattie (2012), and the Constructive Thinking and Learning Scale by Epstein & Meier (1990). Data analysis was performed using confirmatory factor analysis and psychometric indices in SPSS-19 and AMOS. Result: The results of confirmatory factor analysis by omitting 4 questions confirmed the existence of six factors, namely information acquisition, recall, task, personal change, time and place, and social competence. Furthermore, total scores of the questionnaire and its components were significantly correlated with the constructive thinking scale by Epstein & Meier (P=0.05). The concurrent validity was equal to 0.71 and the Cronbach's alpha coefficient was 0.75. Conclusion: According to the results, the constructivist conceptual learning and thinking scale by Purdie and Hattie had the necessary validity and reliability.