Home Learning Environments: A Cross-Cultural Study Between Germany and Iran
Home Learning Environments: A Cross-Cultural Study Between Germany and Iran
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DOI：
10.1177/0734282918778465
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发表时间：
2020-07-01
影响因子：
1.7
通讯作者：
Rossbach, Hans-Guenther
中科院分区：
文献类型：
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作者：
Aminipour, Shima;Asgari, Ali;Rossbach, Hans-Guenther
家庭学习环境（HLE）指数由七个关于教育亲子互动的问题组成。为了比较德国和伊朗两个不同背景下的HLE指数的6个项目的心理测量学特征，对来自德国国家教育小组研究（NEPS）的468名学龄前儿童和来自伊朗儿童纵向研究（LSIC;在伊朗成长）的465名学龄前儿童进行了测试。Rasch分析支持HLE的五个项目在两个国家的模型中的适应性。然而，差异项目功能（DIF）的结果显示，项目功能在两个样本之间存在显着差异。根据项目难度图，德国家庭报告最多的项目是给孩子阅读，而伊朗父母更倾向于和孩子一起画画。虽然研究结果支持的结构效度和信度的六个项目在两个样本中的五个，不同的Rasch结果可能会揭示每个国家的文化层面对HLE项目的影响。
The home learning environment (HLE) index is composed of seven questions regarding educational parent-child interactions. To compare the psychometric characteristics of the six items of HLE index between the two different contexts of Germany and Iran, a sample including 468 preschool children from the National Educational Panel Study (NEPS), Germany, and 465 preschool children from the Longitudinal Study of Iranian Children (LSIC; Growing Up in Iran) were examined. Rasch analysis supports the fitness of the five items of HLE into the model in both countries. However, differential item functioning (DIF) results revealed significant differences between items functioning across the two samples. According to the item difficulty maps, reading to children was the most reported item in the German families, while Iranian parents tended to paint and draw with their children more. While findings support the construct validity and reliability of five of the six items in both samples, different Rasch results may reveal the effects of the cultural dimensions of each country on HLE items.