Cross-Cultural Validation of a Measure of Contemplativity with a Chinese College Sample

Authors

  • Maryann Krikorian Loyola Marymount University
  • Ran Tao Shanghai Jian Qiao University
  • R. T. Busse Chapman University

Keywords:

scale development, higher education, contemplative practice, cross-cultural study, holistic education

Abstract

The purpose of this article is to present the results of an exploratory cross-cultural validation study of a measure of contemplativity with a Chinese sample.  The Scale of Contemplative Practices in Education (SCOPE) was administered to 144 Chinese college students. The results of an exploratory factor analysis accounted for 68% of the variance with a five factor structure, although high correlations among the factors indicate that a single factor may be the best current quantitative measure of contemplativity.  Internal consistency estimates were strong for the full scale (.95) and adequate for the factors (.66 to .90). Higher scores on the SCOPE were found to be significantly correlated with lower academic stress (r = -.253) but not GPA (r = .094).  The results are discussed in relation to comparisons found between Chinese and United States students and the potential importance of further examining contemplativity with quantitative measures.

 

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Author Biographies

Maryann Krikorian, Loyola Marymount University

Maryann Krikorian serves as a clinical associate professor and academic program director at Loyola Marymount University (LMU) School of Education in the Department of Teaching and Learning. In 2016, she earned a Doctor of Philosophy in Education from Chapman University with an emphasis in Culture and Curricular Studies as a first-generation student. In 2011, she received her Master of Arts in Guidance and Counseling at LMU and in 2008, earned her Bachelor of Arts in Psychology and Philosophy from California State University, Long Beach. She comes from a multi-racial and multi-ethnic background and strives to deepen understandings of diverse perspectives, different forms of knowledge, and holistic approaches to education. Her personal and professional experiences position her well to advocate for learners as integrated whole beings, emphasizing pedagogical philosophies that facilitate transformative learning and holistic human growth. In 2023, she was honored with the LMU Term Faculty Distinguished Teaching Award. Dr. Krikorian published a book titled, Higher Education for the People: Critical methods of liberatory practice (2022). Some of her journal articles and book chapter publications invite educators to prioritize the facilitation of transformative learning and holistic human growth in the preparation of the next generation of educators. She continues to present at professional conferences, reviews proposals for national and international journals, and has served as an assessor for academic programs and grants. In 2020, she was recognized with the Literati Award for Outstanding Reviewer for her contributions to the International Journal of Mentoring and Coaching in Education.

Ran Tao, Shanghai Jian Qiao University

Ran Tao serves as a faculty member in Shanghai Jian Qiao University.in Shanghai China. In 2021, he earned a Doctor of Philosophy in Education from Chapman University.

R. T. Busse, Chapman University

R.T. Busse is an Emeritus Full Professor in the Counseling and School Psychology Program at Chapman University. Dr. Busse’s areas of scholarly interests include methods for assessing single-case intervention outcomes, academic task attack strategies, selective mutism, and the concept of other-esteem.

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Published

2023-11-30

Issue

Vol. 3 No. 2 (2023): Contemplative Perspectives and Practices in Holistic Education

Section

Gallery Walk