• Emergent Conceptual Definition...

Treffer: Emergent Conceptual Definition and Development of a Confucian Heritage Culture Scale for Malaysian Chinese Pre-University Students

Title:
Emergent Conceptual Definition and Development of a Confucian Heritage Culture Scale for Malaysian Chinese Pre-University Students
Language:
English
Authors:
Shiau Huai Choong, Esther Gnanamalar Sarojini Daniel, Dorothy Dewitt
Source:
Journal of International and Comparative Education. 2025 14(2):77-93.
Availability:
University of Malaya Press. Kuala Lumpur, Malaysia 50603. e-mail: jice@um.edu.my; Web site: http://jice.um.edu.my/
Peer Reviewed:
Y
Page Count:
17
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
High Schools
Secondary Education
Descriptors:
Foreign Countries, Confucianism, Cultural Background, Heritage Education, Asian Culture, Measures (Individuals), Test Construction, Definitions, Interdisciplinary Approach, Test Validity, Test Reliability, Factor Analysis, Factor Structure, Chemistry, High School Students, Least Squares Statistics, Structural Equation Models
Geographic Terms:
Malaysia
ISSN:
2232-1802
2289-2567
Entry Date:
2025
Accession Number:
EJ1487539
Database:
ERIC

Weitere Informationen

This article describes the development of a Confucian heritage culture (CHC) scale, where a conceptual definition of CHC emerged from interdisciplinary perspectives. The scale dimensions adopted interdisciplinary perspectives from history, psychology, political science, and science education. The validity and reliability of the scale were determined. Statistical analysis, conducted through Exploratory Factor Analysis (EFA), suggested a four-factor CHC dimension in a sample of 430 Chinese pre-university chemistry students. The four-factor dimensions were (1) being principled, (2) dependence on the teacher, (3) harmony, and (4) education. The proposed dimensions were then confirmed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with an additional sample of 441 students. The findings were also supported by prior qualitative research, which showed that CHC was associated with being principled, dependence on the teacher, harmony, and education. Based upon confirmed dimensions, the emergent CHC was conceptually defined. The implications for educational policy and practice are discussed.

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