Confirmatory factor analyses of Chinese students' evaluations of university teaching

Structural Equation Modeling

Volumn 5, Issue 2, 1998, Pages 143-164

  Marsh, Herbert W ^a   Hau, Kit Tai ^b   Chung, Choi Man ^b   Siu, Teresa L P ^b  

^a UNIVERSITY OF WESTERN SYDNEY   (Australia)

^b CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0005437640     PISSN: 10705511     EISSN: None     Source Type: Journal    
DOI: 10.1080/10705519809540097     Document Type: Article

References (39)

1. Bentler, P. M. (1988). Theory and implementation of EQS. A structural equations program. Los Angeles: BMDP Statistical Software.
2. Bentler, P. M. (1990). Comparative fit indices in structural models. Psychological Bulletin, 107, 238-246.
3. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
4. Byrne, B. M., Shavelson, R. J., & Muthen, B. (1989). Testing for the equivalence of factor covariance and mean structures: The issue of partial invariance. Psychological Bulletin, 105, 456-466.
5. Byrne, B. M. (1989). A primer of LISREL: Basic applications and programming for confirmatory factor analytic models. New York: Springer Verlag.
6. Cohen, P. A. (1980). Effectiveness of student-rating feedback for improving college instruction: A meta-analysis. Research in Higher Education, 13, 321-341.
7. Joreskog, K. G. (1979). Statistical estimation of structural models in longitudinal investigations. In J. R. Nesselroade & B. Baltes (Eds.), Longitudinal research in the study of behavior and development (pp. 303-351). New York: Academic.
8. Joreskog, K. G., & Sorbom, D. (1988). LISREL 7: A guide to the program and applications. Chicago: SPSS.
9. Joreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
10. Marsh, H. W. (1977). The validity of students' evaluations: Classroom evaluations of instructors independently nominated as best and worst teachers by graduating seniors. American Educational Research Journal, 14, 441-447.
11. Marsh, H. W. (1981). Students' evaluations of tertiary instruction: Testing the applicability of American surveys in an Australian setting. Australian Journal of Education, 25, 177-192.
12. Marsh, H. W. (1982a). SEEQ: A reliable, valid, and useful instrument for collecting students' evaluations of university teaching. British Journal of Educational Psychology, 52, 77-95.
13. Marsh, H. W. (1982b). Validity of students' evaluations of college teaching: A multitrait-multimethod analysis. Journal of Educational Psychology, 74, 264-279.
14. Marsh, H. W. (1983). Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics. Journal of Educational Psychology, 75, 150-166.
15. Marsh, H. W. (1984). Students' evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and utility. Journal of Educational Psychology, 76, 707-754.
16. Marsh, H. W. (1986). Applicability paradigm: Students' evaluations of teaching effectiveness in different countries. Journal of Educational Psychology, 78, 465-473.
17. Marsh, H. W. (1987). Students' evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11, (3, Whole No. 3), 253-388.
18. Marsh, H. W. (1991). Multidimensional students' evaluations of teaching effectiveness: A test of alternative higher-order structures. Journal of Educational Psychology, 83, 285-296.
19. Marsh, H. W. (1993). Stability of individual differences in multiwave panel studies: Comparison of simplex models and one-factor models. Journal of Educational Measurement, 30, 157-183.
20. Marsh, H. W. (1994). Confirmatory factor analysis models of factorial invariance: A multifaceted approach. Structural Equation Modeling, 1, 5-34.
21. Marsh, H. W. (1995). Student evaluation of teaching. In T. H. Husen & T. N. Postlethwaite (Eds.), International Encyclopedia of Education. Oxford, England: Pergamon.
22. Marsh, H. W., & Bailey, M. (1993). Multidimensionality of students' evaluations of teaching effectiveness: A profile analysis. Journal of Higher Education, 64, 1-18.
23. Marsh, H. W., & Balla, J. (1994). Goodness of fit in confirmatory factor analysis: The effects of sample size and model parsimony. Quality and Quantity: International Journal of Methodology, 28, 185-217.
24. Marsh, H. W., Balla, J. R., & Hau, K. T. (1996). An evaluation of incremental fit indices: A clarification of mathematical and empirical processes. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 315-353). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
25. Marsh, H. W., Balla, J., & McDonald, R. P. (1988). Goodness of fit in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
26. Marsh, H. W., & Dunkin, M. J. (1992). Students' evaluations of university teaching: A multidimensional perspective. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 8, pp. 143-233). New York: Agathon.
27. Marsh, H. W., Fleiner, H., & Thomas, C. S. (1975). Validity and usefulness of student evaluations of instructional quality. Journal of Educational Psychology, 67, 833-839.
28. Marsh, H. W., & Hocevar, D. D. (1985). The application of confirmatory factor analysis to the study of self-concept: First and higher order factor structures and their invariance across age groups. Psychological Bulletin, 97, 562-582.
29. Marsh, H. W., & Hocevar, D. (1991a). The multidimensionality of students' evaluations of teaching effectiveness: The generality of factor structures across academic discipline, instructor level, and course level. Teaching and Teacher Education, 7, 9-18.
30. Marsh, H. W., & Hocevar, D. (1991b). Students' evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period. Teaching and Teacher Education, 7, 303-314.
31. Marsh, H. W., & Overall, J. U. (1980). Validity of students' evaluations of teaching effectiveness: Cognitive and affective criteria. Journal of Educational Psychology, 72, 468-475.
32. Marsh, H. W., & Overall, J. U. (1981). The relative influence of course level, course type, and instructor on students' evaluations of college teaching. American Educational Research Journal, 18, 103-112.
33. Marsh, H. W., Overall, J. U., & Kesler, S. P. (1979). Validity of student evaluations of instructional effectiveness: A comparison of faculty self-evaluations and evaluations by their students. Journal of Educational Psychology, 71, 149-160.
34. Marsh, H. W., & Roche, L. (1993). The use of students' evaluations and an individually structured intervention to enhance university teaching effectiveness. American Educational Research Journal, 30, 217-251.
35. Marsh, H. W., Touron, J., & Wheeler, B. (1985). Students' evaluations of university instructors: The applicability of American instruments in a Spanish setting. Teaching and Teacher Education, 1, 123-138.
36. Overall, J. U., & Marsh, H. W. (1979). Midterm feedback from students: Its relationship to instructional improvement and students' cognitive and affective outcomes. Journal of Educational Psychology, 71, 856-865.
37. Overall, J. U., & Marsh, H. W. (1980). Students' evaluations of instruction: A longitudinal study of their stability. Journal of Educational Psychology, 72, 321-325.
38. Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design, and analysis: An integrated approach. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
39. Watkins, D. (1994). Student evaluations of teaching effectiveness: A cross-cultural perspective. Research in Higher Education, 35, 251-266.