Zheyan Li’s research while affiliated with Inner Mongolia Normal University and other places

What is this page?


This page lists works of an author who doesn't have a ResearchGate profile or hasn't added the works to their profile yet. It is automatically generated from public (personal) data to further our legitimate goal of comprehensive and accurate scientific recordkeeping. If you are this author and want this page removed, please let us know.

Publications (2)


Scree plot of the IS-R-C (n = 537).
Standardized two-factor structural model for the IS-R–C (n = 520). Note: F1, pressure to repay; F2, requirement for interaction.
Reliability and validity of the revised indebtedness scale in Chinese university students
  • Article
  • Full-text available

December 2024

·

17 Reads

Jing Zhang

·

Rui Feng

·

Zheyan Li

·

[...]

·

Xiaoyu Li

The purpose of this study was to evaluate the psychometric properties of the Chinese version of the Revised Indebtedness Scale (IS-R-C) in mainland China. A total of 1057 university students participated in this study using a two-wave whole-group sampling method. Sample 1, consisting of 537 participants, was used for item analysis and exploratory factor analysis (EFA) of the Revised Indebtedness Scale (IS-R). Sample 2, comprising 520 participants, was used for confirmatory factor analysis (CFA), reliability analysis and gender invariance test. To assess criterion validity, the Social Avoidance and Distress Scale (SADS), the Renqing Questionnaire (RQQ) and the Subjective Well-being Scale (SWBS) were administered. The results of the item analysis and EFA indicated that the IS-R-C comprises 12 items, delineated into two dimensions: pressure to repay and requirements for interaction. CFA further substantiated this two-factor model for the IS-R-C (χ²/df = 4.24, RMSEA = 0.079, GFI = 0.94, NFI = 0.91, IFI = 0.93, TLI = 0.91, CFI = 0.93 and SRMR = 0.062). The total score of the IS-R–C exhibited a significant positive correlation with both the SADS score (r = 0.34, p < 0.001) and the RQQ score (r = 0.34, p < 0.001). Additionally, it demonstrated a negative correlation with the SWBS score (r = -0.09, p < 0.05). The Cronbach’s α coefficient for the overall IS-R–C score was 0.88, indicating high internal consistency. The scale demonstrated a split-half reliability coefficient of 0.73 and a composite reliability coefficient of 0.91. The reliability coefficients for the two subscales were 0.77 and 0.87. Furthermore, the IS-R-C exhibited measurement invariance across gender identities. The IS-R-C demonstrates satisfactory psychometric properties, making it a suitable measure for studying indebtedness and related research in China. Supplementary Information The online version contains supplementary material available at 10.1038/s41598-024-82662-7.

Download

The association between perceived teacher emotional support and online learning engagement in high school students: the chain mediating effect of social presence and online learning self-efficacy

December 2024

·

6 Reads

European Journal of Psychology of Education

Learning engagement is considered a reliable predictor for evaluating the effectiveness of online learning and has become a focal point in online education in recent years. This study investigated the roles and mechanisms of social presence and online learning self-efficacy in mediating the relationship between perceived teacher emotional support and online learning engagement among high school students. A total of 614 high school students were recruited as participants. They completed various measures, including the Perceived Teachers Emotional Support Questionnaire, the Social Presence Scale, the E-Learning Self-Efficacy Scale, and the Student Engagement in Distance Education Scale. The findings revealed that perceived teacher emotional support positively predicted high school students’ engagement in online learning, with social presence playing a significant mediating role. Furthermore, when online learning self-efficacy was considered, the study identified a unique role of social presence in the chained mediation model. These results contribute to a deeper understanding of the underlying mechanisms between perceived teacher emotional support and online learning engagement, thereby offering insights for enhancing engagement in online learning contexts.