Reliability, Validity, and Responsiveness of the Chinese Learning Accomplishment Profile (C-LAP)

Objectives: To evaluate the reliability, validity, and responsiveness of the Chinese Learning Accomplishment Profile in China. Methods: 12,098 participants aged from 0 to 36 months from 30 provinces (mostly from Shanghai) in China were enrolled between 2013 and 2020. The reliability was reflected by...

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Autores principales:	Deng Chen, Sikun Chen, Yilu Huang, Jinming Yu
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	child’s development early childhood reliability validity responsiveness Pediatrics RJ1-570
Acceso en línea:	https://doaj.org/article/21469e6a91f14089bcd783e4c1bcb20f
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spelling	oai:doaj.org-article:21469e6a91f14089bcd783e4c1bcb20f2021-11-25T17:14:05ZReliability, Validity, and Responsiveness of the Chinese Learning Accomplishment Profile (C-LAP)10.3390/children81109742227-9067https://doaj.org/article/21469e6a91f14089bcd783e4c1bcb20f2021-10-01T00:00:00Zhttps://www.mdpi.com/2227-9067/8/11/974https://doaj.org/toc/2227-9067Objectives: To evaluate the reliability, validity, and responsiveness of the Chinese Learning Accomplishment Profile in China. Methods: 12,098 participants aged from 0 to 36 months from 30 provinces (mostly from Shanghai) in China were enrolled between 2013 and 2020. The reliability was reflected by Pearson correlation coefficients, Cronbach’s alpha coefficients and standard errors; the validity was shown by the coefficients between the dimensions, and we also evaluated the responsiveness as a supplement to the validity. Results: Reliability: in six domains among each subgroup, Pearson correlation coefficients between developmental age and chronological age ranged from 0.89 to 0.98, Cronbach’s alpha coefficients from 0.71 to 0.99, and standard errors from 0.15 to 2.76. Validity: after controlling for chronological age, the correlation coefficients between the dimensions were between 0.18 and 0.78, and most of them were below 0.70. Responsiveness: developmental age of all domains obtained via the Chinese Learning Accomplishment Profile system changed significantly (<i>p</i> < 0.001) with time (gap of 1–3 months), and the standardized response mean ranged from 0.66 to 2.45. Conclusions: The Chinese Learning Accomplishment Profile is suitable for assessing children’s development in Shanghai, but still needs confirmation when used in other provinces in China due to the great differences between regions in China.Deng ChenSikun ChenYilu HuangJinming YuMDPI AGarticlechild’s developmentearly childhoodreliabilityvalidityresponsivenessPediatricsRJ1-570ENChildren, Vol 8, Iss 974, p 974 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	child’s development early childhood reliability validity responsiveness Pediatrics RJ1-570
spellingShingle	child’s development early childhood reliability validity responsiveness Pediatrics RJ1-570 Deng Chen Sikun Chen Yilu Huang Jinming Yu Reliability, Validity, and Responsiveness of the Chinese Learning Accomplishment Profile (C-LAP)
description	Objectives: To evaluate the reliability, validity, and responsiveness of the Chinese Learning Accomplishment Profile in China. Methods: 12,098 participants aged from 0 to 36 months from 30 provinces (mostly from Shanghai) in China were enrolled between 2013 and 2020. The reliability was reflected by Pearson correlation coefficients, Cronbach’s alpha coefficients and standard errors; the validity was shown by the coefficients between the dimensions, and we also evaluated the responsiveness as a supplement to the validity. Results: Reliability: in six domains among each subgroup, Pearson correlation coefficients between developmental age and chronological age ranged from 0.89 to 0.98, Cronbach’s alpha coefficients from 0.71 to 0.99, and standard errors from 0.15 to 2.76. Validity: after controlling for chronological age, the correlation coefficients between the dimensions were between 0.18 and 0.78, and most of them were below 0.70. Responsiveness: developmental age of all domains obtained via the Chinese Learning Accomplishment Profile system changed significantly (<i>p</i> < 0.001) with time (gap of 1–3 months), and the standardized response mean ranged from 0.66 to 2.45. Conclusions: The Chinese Learning Accomplishment Profile is suitable for assessing children’s development in Shanghai, but still needs confirmation when used in other provinces in China due to the great differences between regions in China.
format	article
author	Deng Chen Sikun Chen Yilu Huang Jinming Yu
author_facet	Deng Chen Sikun Chen Yilu Huang Jinming Yu
author_sort	Deng Chen
title	Reliability, Validity, and Responsiveness of the Chinese Learning Accomplishment Profile (C-LAP)
title_short	Reliability, Validity, and Responsiveness of the Chinese Learning Accomplishment Profile (C-LAP)
title_full	Reliability, Validity, and Responsiveness of the Chinese Learning Accomplishment Profile (C-LAP)
title_fullStr	Reliability, Validity, and Responsiveness of the Chinese Learning Accomplishment Profile (C-LAP)
title_full_unstemmed	Reliability, Validity, and Responsiveness of the Chinese Learning Accomplishment Profile (C-LAP)
title_sort	reliability, validity, and responsiveness of the chinese learning accomplishment profile (c-lap)
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/21469e6a91f14089bcd783e4c1bcb20f
work_keys_str_mv	AT dengchen reliabilityvalidityandresponsivenessofthechineselearningaccomplishmentprofileclap AT sikunchen reliabilityvalidityandresponsivenessofthechineselearningaccomplishmentprofileclap AT yiluhuang reliabilityvalidityandresponsivenessofthechineselearningaccomplishmentprofileclap AT jinmingyu reliabilityvalidityandresponsivenessofthechineselearningaccomplishmentprofileclap
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Reliability, Validity, and Responsiveness of the Chinese Learning Accomplishment Profile (C-LAP)

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