Assessing the Construct Validity of Lifelong Learning Measurement Model among Undergraduate Students at Chiang Mai University Using Confirmatory Composite Analysis
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Abstract
The purpose of this research was to develop and validate a measurement model of lifelong learning among 417 undergraduate students from 21 faculties, obtained through stratified random sampling. The instrument used was a 5-point rating scale questionnaire with 53 items. The discrimination values ranged from 0.341 to 0.782, with a reliability of 0.962. The data were analyzed using a formative-formative disjoint two-stage approach of confirmatory composite analysis (CCA). The results showed that the measurement model of lifelong learning among undergraduate students at Chiang Mai University consisted of 4 components and 17 indicators: 1) learning habits, with 4 indicators and indicator weights ranging from 0.102 to 0.475; 2) interest in diverse learning content, with 4 indicators and indicator weights ranging from 0.216 to 0.445; 3) ability to learn from diverse learning resources, with 4 indicators and indicator weights ranging from 0.278 to 0.394; and 4) self-reliance, with 5 indicators and indicator weights ranging from 0.103 to 0.406. The measurement model of lifelong learning demonstrated construct validity, as evidenced by the model fit statistics: SRMR=0.0409, dULS=0.2564, and dG=0.1350, indicating that the model fit well with the empirical data.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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