Gifted and general high school students' perceptions of classroom quality in Korea and the United States

Yoojung Chae, Purdue University

Abstract

This study was conducted to investigate differences between Korean and U.S. gifted and general students perceptions of classroom quality. The Student Perceptions of Classroom Quality (SPOCQ) (Gentry & Owen, 2004) was used to assess student perceptions on their classes on the five constructs: Appeal, Challenge, Choice, Meaningfulness, and Academic Self-Efficacy. The sample included 882 10th and 11th grade high school students (221 Korean gifted and 220 Korean general students, 221 U.S. gifted and 220 U.S. general students). Multi-group confirmatory factor analysis (MCFA) was used to check measurement equivalence between the original version and the Korean version of the SPOCQ; then 2×2 multivariate analysis of variance (MANOVA) was employed to examine differences between gifted and general students, and between Korean and U.S. students. Finally, a second 2×2 MANOVA was conducted to examine differences between Korean gifted institutions and grade levels. Results indicated that the original and Korean versions of SPOCQ had the same constructs but did not show invariance across countries. The result of the MANOVA for giftedness by nationality revealed that differences existed between gifted and general students, as well as Korean and the U.S. students. Follow-up discriminant function analysis (DFA) indicated that the Challenge, Choice, and Meaningfulness factors predicted gifted status well; and Appeal, Choice, and Meaningfulness factors made significant contributions for discriminating nationality. The MANOVA for Korean gifted institution by grade level showed that differences existed between a Science Academy and a Foreign Language High School, as well as between 10th and 11th grade students at the Science Academy. DFA revealed that the Choice and Meaningfulness subscales were strong factors to discriminate between the science academy and the foreign language high school; and the Self-Efficacy, Challenge, and Choice subscales predicted grade levels. The findings provide researchers with information on cross-cultural use of SPOCQ and educators with insight into ways to improve their classroom to encourage students' learning and achievement.

Degree

Ph.D.

Advisors

Gentry, Purdue University.

Subject Area

Gifted Education|Educational psychology

COinS