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To cite this article: Yoojung Chae & Marcia Gentry (2011): Gifted and general high school students
perceptions of learning and motivational constructs in Korea and the United States, High Ability
Studies, 22:1, 103-118
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High Ability StudiesAquatic Insects
Vol. 22, No. 1, June 2011, 103118
This study examined differences between Korean and US gifted and general stu-
dents perceptions constructs related to motivation and learning, using the Stu-
dent Perceptions of Classroom Quality (SPOCQ) instrument. SPOCQ assesses
students perceptions of appeal, challenge, choice, meaningfulness, and aca-
demic self-efcacy. Measurement equality between the original SPOCQ and its
Korean translation was investigated using multi-group conrmatory factor analy-
ses. The sample included 882 10th and 11th grade high school students (221
Korean gifted and 220 Korean general students, 221 US gifted and 220 US gen-
eral students). MCFA results showed that the original and translated SPOCQ
measure the same constructs and that partial invariance existed across the sam-
ples from each country. Multivariate analysis of variance was used to examine
differences between gifted and general students, and between Korean and US
students, revealing that differences existed between gifted and general students
and between Korean and US students.
Keywords: student perceptions; classroom quality; Students Perceptions of
Classroom Quality (SPOCQ); cross-cultural study
Background
The important effects of appeal, challenge, choice, meaningfulness, and self-efcacy,
on student learning and intrinsic motivation have been extensively researched, and
positive relationships have been found among them (e.g., Ames, 1992; Lutz, Guthrie,
& Davis, 2006; Marcou & Philippou, 2005; Schiefele & Csikszentmihalyi, 1995;
Sobral, 1995; Turner et al., 1998; Young, 2005). Although these are different con-
cepts, they affect each other (Gentry & Owen, 2004). For example, when a task has
appropriate challenges, students may think it is appealing, or when students nd
meaning in the content they learn, their choices are inuenced. When teachers focus
on meaningful aspects of learning and design reasonably challenging tasks they can
help students learn with intrinsic interest and attribute success to effort (Ames, 1992).
Evaluating classes from the students view is important since the perspectives
and preferences of students and their teachers can differ (Gentry, Rizza, & Owen,
2002). By considering students perceptions, teachers and school administrators
may improve classroom qualities and satisfy students learning needs, which can
positively affect motivation and achievement. The instrument, Student Perception of
Classroom Quality (SPOCQ) (Gentry & Owen, 2004) was designed to evaluate sec-
ondary students perceptions of constructs in their classrooms that are related to
learning and motivation. The SPOCQ was selected for this study because it mea-
sures how students perceive their class experiences on the constructs of appeal,
challenge, choice, meaningfulness, and academic self-efcacy. Although many stud-
ies have demonstrated that these ve constructs are related to motivation and learn-
ing outcomes, there have been few studies in which these related constructs have
been assessed collectively.
Research has been conducted to examine how gifted and general students per-
ceive their classrooms, with mixed of perceptions between gifted and general stu-
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dent groups. For example, Gentry, Gable, and Springer (2000) demonstrated that
gifted and general students had similar views concerning their class activities;
whereas, Gentry and Owen (2004) found statistically signicantly greater SPOCQ
means on challenge and meaningfulness, favoring the gifted group. Gentry, Gable,
and Rizza (2002) found that as grade levels increased, indications of interest, enjoy-
ment, and choice decreased. Differences also existed between students in advanced
and general classes. Students in advanced, AP, or honors classes had signicantly
higher scores on the subscales of challenge and meaningfulness than did students in
general classes (Gentry & Owen, 2004).
People in Korean society are concerned about the public educational system,
which does not structure or provide classes based on student interests and talents,
nor does it encourage students to achieve to their potential. Rather, education in
Korea concentrates on improving student test scores, resulting in a severely compet-
itive atmosphere and bullying in schools (Kim, 2003; Lee, 2004). Korean general
high school analysis reports by the Korean Education Development Institute (KEDI)
(Kim, Namgung, & Kim, 2006) revealed student perceptions toward their schools
with regard to intrinsic/extrinsic motivation, interest, level of difculty, and instruc-
tional strategies. Students perceived they were not provided with sufcient opportu-
nities to learn independently in class, and they did not learn with interest or
experience appropriately challenging tasks considerate of their ability levels. In this
report, Kim et al. demonstrated that, in Korea, general high school teachers need to
improve the quality of instruction by attending to student interest, challenge, and
choice and by providing opportunities to encourage students to learn in ways that
develop intrinsic motivation.
However, studies about Korean gifted students perceptions of their classes
showed somewhat different results from the ndings of Kim et al. (2006).
According to Park (2005), regarding class difculty, the Korea Science Academy
(KSA) students believed they received adequately challenging instruction but
wanted more challenging experiences and more choices in the classes. And, Park
and Seo (2005) conducted interviews with the KSA students and found that rst
year students, who follow a curriculum that provides all students with the same
classes and includes required coursework, perceived their classes somewhat nega-
tively. However, second year students (who have more options) perceived them-
selves as having more choices, challenges, and interests, which may affect their
motivation and learning.
The increasing demand for global communication among researchers calls for
cross-cultural research studies that depict culturally different human behaviors and
High Ability Studies 105
across cultures.
In Korea, the emphasis on gifted education has increased in recent years (Cho
& Oh, 1998; Lee, 2005). The government passed the Gifted Education Law in
2002, and as a result, schools and public and private institutes for gifted students
have been established to provide appropriately challenging lessons for high ability
students. Cross-cultural study could help both countries educators to re-think and
improve educational environments by comparing between cultures and adapting
positive aspects from the cultures to address educational needs. Therefore, in this
study, American and Korean gifted and general high school students perceptions
toward their class activities were investigated, using the SPOCQ (Gentry & Owen,
2004) and SPOCQ-K (Chae & Gentry, 2007) instruments.
Research questions
The following research questions guided this study:
1. Do the original and translated Korean versions of the SPOCQ have equiva-
lent constructs?
2. Are there differences in perceptions of classroom quality between gifted high
school students and general high school students in Korea and in the US?
US student sample
Permission was obtained to use the US data from the SPOCQ validation study
(Gentry & Owen, 2004). For this study, a random sample was drawn from the tenth
and eleventh grade students to match the Korean sample size with 220 gifted and
221 general students, 51% of the gifted sample and 46% of the general sample were
girls. This sample consisted of various ethnic groups: European American (69%),
African American (10%), Latino/a American (6%), Asian American (6%), Native
American (1%), and Other (7%).
Instrumentation
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Data collection
School administrators from two magnet high schools for gifted students agreed to
allow students in their schools to participate in this study. One school enrolls stu-
dents gifted in foreign languages and the other students identied as gifted in sci-
ence. Contact persons at each site explained the objectives of the study and helped
recruit students to participate, then distributed the IRB-approved consent forms to
parents/guardians and assent forms to students.
The SPOCQ-K surveys were distributed to the two schools with the standard-
ized administration instructions, which explained that surveys would be anonymous;
how to answer the demographic items and survey questions; and which class to
consider when responding. The contact person also informed the students that
SPOCQ-K items do not have correct answers to encourage students to complete the
High Ability Studies 107
form honestly and not to feel pressure to search for correct answers. Students used
about 15 minutes to answer the 32-item SPOCQ-K. Contact persons collected the
completed surveys and mailed them to the researchers, who then entered and ana-
lyzed the data.
model t. All of the factor loadings were greater than .40 for both the Korean and
US groups (see Table 2). Intercorrelations among the factors ranged from .41 to .79
for Korean data and from .59 to .89 for US data and are depicted in Table 3.
Model 2 was set to examine factor-loading invariance across the two groups,
which constrained all variables equally on factor structure and factor loadings across
both groups. The chi-square difference test between Model 1 and Model 2 indicated
that factor loadings (pattern coefcients) were not invariant across groups
(w2difference (27) = 167.064, p < .001). Therefore, to identify the variables that
affected non-invariance across groups, each factor loading (lambda parameter) of
the 32 variables was examined independently (Byrne, 1998; Maller & French,
2004). All variables in the challenge subscale showed invariance. However, two
items in the appeal subscale, two items in the choice subscale, one item in the
meaningfulness subscale, and two items in the academic self-efcacy subscale were
not invariant. These non-invariant items are shown in Table 4. Although perfect
invariance did not exist between Korean and US versions of the SPOCQ, the same
constructs and partial invariance on factor loadings allow for meaningful interpreta-
tion of the results (Byrne, Shavelson, & Muthen, 1989; Kim, 2008) so we examined
the data for differences between cultures and abilities (see Chae, 2009, for results
of additional invariance testing).
Research Question 2: Differences between gifted and general and US and Korean
students perceptions?
To investigate Research Question 2, rst descriptive statistics such as means and
standard deviations of the ve subscales were calculated using SPSS 16.0. Then, a 2
2 Multivariate Analysis of Variance (MANOVA) and Discriminant Function Anal-
ysis (DFA) were used. Because of the high intercorrelations among the factors in the
present and previous studies (Gentry & Chae, 2007; Gentry & Owen, 2004) MANO-
VA was selected to protect against inated Type 1 error (Tabachnick & Fidell, 1996).
Main effects and interaction effects of the independent variables (i.e., nationality and
giftedness) and ve dependent variables (appeal, challenge, choice, meaningfulness,
and academic self-efcacy) were analyzed at an .05 alpha level. Following the
MANOVA, DFA was used to determine which dependent variables best discrimi-
nated between the groups (Ruhl-Smith, Shen, & Cooley, 1999). Effect sizes were
examined to interpret statistically signicant ndings for practical meaning.
Descriptive statistics
When examining means by gifted status and country (Table 5) Korean gifted and
general students had the highest means on challenge (3.47 and 3.27, respectively)
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Table 2 (Continued)
110
Notes. APP = appeal, CHA = challenge, CHO = choice, MEA = meaningfulness, SE = self-efcacy, K = Korean students, U = US students.
Y. Chae and M. Gentry
High Ability Studies 111
Table 3. Intercorrelations among the factors on the Korean and English SPOCQ.
Korean SPOCQ (SPOCQ-K) US SPOCQ
APP CHA CHO MEA SE APP CHA CHO MEA SE
APP 1.00 .79 .76 .67 .76 APP 1.00 .72 .86 .68 .89
CHA 1.00 .58 .41 .70 CHA 1.00 .79 .59 .66
CHO 1.00 .55 .66 CHO 1.00 .78 .82
MEA 1.00 .48 MEA 1.00 .82
SE 1.00 SE 1.00
Notes. APP = appeal, CHA = challenge, CHO = choice, MEA = meaningfulness, SE = self-efcacy.
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Notes. APP = appeal, CHA = challenge, CHO = choice, MEA = meaningfulness, SE = self-efcacy.
and the lowest means on choice (2.88 and 2.50, respectively). US gifted students
had the highest mean on challenge (3.73) and the lowest mean on appeal (3.20);
whereas, the US general students had the highest mean on meaningfulness (3.55)
and the lowest mean on appeal (3.07). Tables 5 and 6 show Korean and US gifted
and general students means and standard deviations on the subscales of SPOCQ
and SPOCQ-K.
Table 5. Means and standard deviation of gifted and general students in both countries.
Korean gifted Korean general US gifted US general
students students students students
(n = 221) (n = 220) (n = 221) (n = 220)
Mean SD Mean SD Mean SD Mean SD
APP 3.37 0.83 3.23 0.74 3.20 0.74 3.07 0.82
CHA 3.47 0.77 3.27 0.70 3.73 0.62 3.38 0.74
CHO 2.88 0.90 2.50 0.66 3.57 0.60 3.51 0.66
MEA 3.04 0.88 2.95 0.80 3.50 0.77 3.55 0.79
EFF 3.27 0.73 2.95 0.61 3.57 0.74 3.53 0.67
Notes. APP = appeal, CHA = challenge, CHO = choice, MEA = meaningfulness, EFF = academic self-
efcacy.
112 Y. Chae and M. Gentry
Notes. APP = appeal, CHA = challenge, CHO = choice, MEA = meaningfulness, EFF = academic self-
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efcacy.
Giftedness
Statistically signicant main effects for giftedness (Wilks k = .952, F5,873 = 8.884,
p < .0001, partial g2 = .048) existed with a medium effect size. The effect sizes
indicated that 4.8% of the total SPOCQ score variation was accounted by the main
effect for giftedness. There was an interaction effect with a medium effect size (Wil-
ks k = .936, F5,873 = 11.989, p <.0001, partial g2 = .064). The results of the DFA
regarding the gifted and general groups showed that the two groups were statisti-
cally signicantly separated (Wilks k = .956, w2 = 39.484, df = 5, p < .001). The
canonical correlation of .210, indicated that that 4.41% of the variation in the con-
struct can be explained by giftedness. The variables contributing to group differ-
ences were examined by calculating standardized discriminant function coefcients
and structure coefcients. The standardized discriminant function coefcients for 5
factors were as follows: challenge (.959), meaningfulness ( .483), choice (.482),
appeal ( .197) and academic self-efcacy ( .005). The results showed that the
challenge factor made high contribution and the meaningfulness and choice factors
made moderately high contribution to discriminate between gifted and general
groups, according to Marcoulides (1997) suggestion that absolute values greater
than .7 can be considered as high or signicant contributions, and values larger than
.3 can be considered as moderately high contributions.
Nationality
Statistically signicant main effects for nationality (Wilks k = .520, F5,873 =
161.124, p <.0001, partial g2 = .48) existed with a large effect size, with 48% of
the total SPOCQ score variation explained by the main effect for nationality. DFA
analyses between Korean and US groups yielded a statistically signicant result,
which demonstrated signicant separation between Korean and US student groups
(Wilks k = .530, w2 = 557.079, df = 5, p < .001) with a large effect size (Rc =
.686), with 47.1% of the variance explained by nationality (Rc2 = 0.471). The ve
variables standardized canonical discriminant function coefcients in descending
order were as follows: appeal ( 1.170), choice (1.044), meaningfulness (.365), aca-
demic self-efcacy (.296), and challenge ( .057). Appeal was the strongest variable
that discriminated nationality, followed by choice and meaningfulness, all greater
than .3 in an absolute value (Marcoulides, 1997).
High Ability Studies 113
Discussion
In this investigation of instrumentation and student perceptions of their education
we sought to understand cultural differences and similarities and differences
between gifted and general students concerning how they view the presence of
appeal, challenge, choice, meaningfulness, and academic self-efcacy in their class-
rooms in he United States and in Korea. Results are not meant for generalization,
but rather as informative as educators consider how to meet the learning needs of
their students and as researcher consider how to assess those needs and related
interventions.
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Instrumentation
Results from CFA and MCFA indicated that the SPOCQ and SPOCQ-K had ade-
quate t across both groups with ve factors and 32 items and partial invariance
with 25 out of 32 items factor loadings invariant across groups. The challenge fac-
tor showed invariance on all ve items, but the other four factors contained one or
two non-invariant items (see Table 4).
The possibilities for interpreting the non-invariance across groups on the seven
SPOCQ items include different cultures, different language systems, and translation
errors (Geisinger, 1994; Hambleton & Kanjee, 1993). First, in terms of cultural dif-
ferences, the different classroom environment needs to be considered. Teachers in
Korea must teach based on the national curriculum, and most schools rely on text-
books that are designed under this national curriculum. Korean students might not
have considered other reading materials, focusing only on the required textbooks
when they responded to the two Appeal questions; whereas, American students may
have considered a wider variety of reading materials. Therefore, the non-invariant
items on the appeal subscale might have resulted from entirely different conceptions
of reading materials between Korean and American students in different classroom
environments. Non-invariance on the item, My teacher lets me choose the
resources I use for projects (choice) can also be understood as a cultural difference.
Some Korean students asked What is a project? instead of answering the survey
question, and others wrote that they did not have opportunities to conduct projects
in class. Although the question asked about choice during a project, some Korean
students had not even experienced projects in class; which may have resulted in
non-invariance on this choice item.
Second, non-invariance may be related to the different language systems
between Korea and the US The English and Korean languages are very different in
sentence structure. For example, for Korean students, the item, I am good at con-
necting material from this class with the real world (academic self-efcacy) was
translated into the word order, I, this class, from, material, the real world, with,
connecting, at, am good. This item referred to academic self-efcacy; so, the part
am good at plays an important role in the sentence. However, in the SPOCQ-K,
the important part was moved to the last position in the sentence when it was trans-
lated. The possibility exists that Korean students may not emphasize the same
words in the sentence as American students because of different word orders. Simi-
larly, the sentence, My teacher lets me choose the resources I use for projects
(choice) was translated as, My teacher, (me), project, for, use, the resources,
choose, let in different order. For this item, the word let was translated as allow;
114 Y. Chae and M. Gentry
students in this study perceived more choice compared to general students, a nd-
ing differing from those of Gentry and Owen who reported no such differences.
Since the US sample is a subset of the Gentry and Owen total sample, the differ-
ences in this study may be attributable to the Korean students. US students also
rated their classes higher than did Korean students on both meaningfulness and
choice, which may reect the differences in how students in these cultures are
taught, with US teachers offering more choices and addressing content meaning
more often than Korean teachers.
The result of low mean scores on the choice and meaningfulness subscales sup-
ported ndings of Kim et al. (2006), who indicated that students did not experience
enough student-centered learning in language arts, mathematics, and science. In
other words, Korean students did not perceive that they were given opportunities to
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decide what and how to learn during class. The low scores on the Choice factor
may be due to the large number of students per class and to the national curricu-
lum. In 2006 the average class size was 33.7 (Kim et al.), and teachers may have
difculty providing appropriate options and services for such a large number of stu-
dents. Another possibility may be that the Korean culture is inuenced by Confu-
cianism (Sung, 2001). For example, students are taught to respect adults and follow
the directions. So, they may not have considered asking for choices in class. Many
studies have demonstrated that providing freedom to choose content and ways to
learn and connecting lessons to real world topics encouraged students motivation
and learning (Camahalan, 2006; Cordova & Lepper, 1996; Flink, Boggiano, &
Barrett, 1990; Young, 2005). Therefore, Korean educators need to consider design-
ing classes in which students are offered more choices and the opportunity to make
meaningful connections to the world around them.
Korean students perceived their classroom as more Appealing than did US stu-
dents, but neither had high means on this construct. Korean and US groups had
mean scores of about 3.30 and 3.14 out of 5 points. The result of this study sup-
ported the ndings of Kim et al. (2006) that Korean general high school students
did not show satisfaction with their classes regarding interest in lessons, averaging
2.85 out of 5 points on the instrument developed by Korean Education Develop-
ment Institute. Both Korean and US students might benet if their teachers made
learning more appealing to them.
Providing students with choices and appropriate level of challenge in class may
increase students learning motivation and interest and may help build higher aca-
demic self-efcacy. Therefore, supporting students to be independent learners would
encourage them to learn with joy, which would result in higher motivation to
achieve and ownership in learning.
Limitations
This study has several limitations. First, the US student sample was collected in
2001; then a subset was randomly selected for this study; whereas the Korean stu-
dent samples were collected in 2006 and 2008, which may raise issues of incompa-
rability. Second, the US subset selected for this study contained 69% European
American students, which is not representative of current US ethnic demographics.
Third, the characteristics of US gifted and Korean gifted students were not homoge-
neous. The US gifted group included students in honors classes, AP classes, and
from a Magnet school; whereas, the Korean gifted students included identied
116 Y. Chae and M. Gentry
gifted students who ranged in the top 2% of academic achievement. Because the
Korean students came from only ve schools, neither the gifted nor the general stu-
dents were representative of Korean students, nationally, so generalizability is lim-
ited. To conrm the results from this study, more gifted schools from various
regions should be included and perceptions of gifted students who are not in special
schools should be assessed. Finally, the SPOCQ was only partially invariant, so
results must be interpreted with caution. More work is needed to develop cross-cul-
tural instruments that will yield valid and reliable data.
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