Measuring Interpreting Learners' Cognitive Skills: Scale Validation Using Structural Equation Modeling
學年 113
學期 1
出版（發表）日期 2024-09-02
作品名稱 Measuring Interpreting Learners' Cognitive Skills: Scale Validation Using Structural Equation Modeling
作品名稱（其他語言）
著者 Chang, Chieh-ying
單位
出版者
著錄名稱、卷期、頁數 Compilation & Translation Review 17(2),　p.99-156
摘要 This study focuses on constructing and confirming the reliability of a scale that integrates four key constructs from educational psychology, which are integral to interpreter training. This effort contributes to the niche of “metacognitive interpreter studies” and illustrates the beneficial use of structural equation modeling (SEM) within the realm of Interpreting Studies. A survey served as the primary tool for data collection, with 299 university students, native in Chinese and proficient in English as a second language, from various Chinese-speaking regions, participating voluntarily. The SEM analysis substantiated the scale’s validity and reliability. The findings suggest that the scale is a promising tool for assessing how interpreting learners in higher education institutions utilize skills related to the four educational psychology constructs. The research also demonstrates the effective application of SEM in the field of Interpreting Studies.
關鍵字 metacognitive interpreter studies;critical thinking;organization skills;metacognitive self-regulation;peer learning
語言 en_US
ISSN 2071-4866
期刊性質 國內
收錄於 THCI Core Scopus Airiti Library Taiwan
產學合作
通訊作者
審稿制度 否
國別 TWN
公開徵稿
出版型式 ,電子版
相關連結

機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/126449 )

SDGS 優質教育,減少不平等,夥伴關係