232
Views
0
CrossRef citations to date
0
Altmetric
Methodological Studies

Gauging 21st Century Competencies of Chinese Students: A Rural-Urban Comparative Perspective

ORCID Icon, ORCID Icon & ORCID Icon
Pages 344-364 | Received 22 Jan 2022, Accepted 01 Feb 2023, Published online: 31 Mar 2023

References

  • Arsad, N. M., Osman, K., & Soh, T. M. T. (2011). Instrument development for 21st century skills in Biology. Procedia-Social and Behavioral Sciences, 15, 1470–1474. https://doi.org/10.1016/j.sbspro.2011.03.312
  • Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
  • Bellanca, J., & Brandt, R. (2010). 21st century skills: Rethinking how students learn. Solution Tree Press.
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Springer.
  • Blake, N., & Masschelein, J. (2003). Critical theory and critical pedagogy. Blackwell Publishing Ltd.
  • Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture (R. Nice, Trans. 2nd ed.). Sage.
  • Boyacı, D. B., & Atalay, N. (2016). A scale development for 21st century skills of primary school students: A validity and reliability study. International Journal of Instruction, 9(1), 133–148. https://doi.org/10.12973/iji.2016.9111a
  • Care, E., Anderson, K., & Kim, H. (2016). Visualising the breadth of skills movement across education systems: Skills for a changing world. The Brookings Institution.
  • Care, E., Vista, A., & Kim, H. (2019). Assessment of transversal competencies: Current tools in the Asian region. UNESCO and Brookings Institution.
  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
  • Chu, H. (2016). The international perspective and Chinese standpoint of key competencies: The enhancement of citizen qualities and the transformation of educational goals in the 21st century of China. Educational Research, 37(11), 8–18.
  • Chu, H., & Yang, H. (2008). The principles of educational equity and its policy implications. Educational Research, 29(1), 10–16.
  • Chu, S., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2017). 21st century skills development through inquiry-based learning: From theory to practice. Springer.
  • Cole, D. R., Ullman, J., Gannon, S., & Rooney, P. (2015). Critical thinking skills in the international baccalaureate’s “theory of knowledge” subject: Findings from an Australian study. Australian Journal of Education, 59(3), 247–264. https://doi.org/10.1177/0004944115603529
  • Du, Y., & Niu, F. (2013). The influence of creative personality on primary school students’ academic achievements. Education Exploration, 33(2), 133–135.
  • Facione, N. C., & Facione, P. A. (2010). The California Critical Thinking Dispositions Inventory: CCTDI instrument user’s manual. The California Academic Press.
  • Fitzsimons, P. (2017). Human capital theory and education. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 1050–1053). Springer.
  • Gan, Q., Bai, X., Liu, J., Wei, R., Ma, L., Xu, G., Liu, Y., & Kang, C. (2020). Creativity: Part III of the 5Cs framework for twenty-first century key competences. Journal of East China Normal University (Educational Sciences), 38(2), 57–70.
  • Gillies, D. (2017). Human capital theory in education. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 1053–1057). Springer.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice-Hall.
  • Halpern, D. F. (2013). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press.
  • Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A framework for teachable collaborative problem solving skills. In P. Griffin & E. Care (Eds.), Assessment and teaching of 21st century skills: Methods and approach (pp. 37–56). Springer.
  • Hinkin, T. R., Tracey, J. B., & Enz, C. A. (1997). Scale construction: Developing reliable and valid measurement instruments. Journal of Hospitality & Tourism Research, 21(1), 100–120. https://doi.org/10.1177/109634809702100108
  • Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences. Mifflin.
  • Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman & Hall/CRC.
  • IBM Corp. (2015). IBM SPSS statistics for windows, version 23.0. IBM Corp.
  • Jin, X., Wang, L., & Dong, H. (2016). The relationship between self-construal and creativity—Regulatory focus as moderator. Personality and Individual Differences, 97, 282–288. https://doi.org/10.1016/j.paid.2016.03.044
  • Kaiser, H. F. (1960). An application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141–151. https://doi.org/10.1177/001316446002000116
  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. https://doi.org/10.1007/BF02291575
  • Kang, C., Xu, G., Wei, R., Liu, J., Zheng, Y., Liu, Y., Gan, Q., & Ma, L. (2020). Communication competence: Part IV of the 5Cs framework for twenty-first century key competences. Journal of East China Normal University (Educational Sciences), 38(2), 71–82.
  • Kang, M., Heo, H., Jo, I., Shin, J., & Seo, J. (2010). Developing an educational performance indicator for new millennium learners. Journal of Research on Technology in Education, 43(2), 157–170. https://doi.org/10.1080/15391523.2010.10782567
  • Kim, H., & Care, E. (2020). Capturing 21st century skills: Analysis of assessments in selected sub-Saharan African countries. UNESCO and Brookings Institution.
  • Lamb, S., Maire, Q., & Doecke, E. (2017). Key skills for the 21st century: An evidence-based review (A report prepared for the NSW Department of Education). Education: Future Frontiers. Retrieved from https://vuir.vu.edu.au/35865/1/Key-Skills-for-the-21st-Century-Analytical-Report.pdf
  • Levy, F. (2010). How technology changes demands for human skills. OECD Education Working Papers, No. 45, OECD Publishing. Retrieved from http://www.oecd.org/edu/skills-beyond-school/45052661.pdf
  • Levy, F., & Murnane, R. J. (2004). The new division of labor: How computers are creating the next job market. Princeton University Press.
  • Lin, C. (2010). Characteristics of creative talents and reconstruction of education mode. Journal of the Chinese Society of Education, 30(6), 1–4.
  • Ling, Y., & Wu, Z. (2017). Approaching rural school improvement through developing students’ core competencies. Theory and Practice of Education, 20, 3–6.
  • Liu, H. (2019). Cultivating students’ critical thinking in Chinese teaching of junior high schools. The World of Chinese Literature (Teacher’s Window), 25(12), 61–62.
  • Ma, L., Wei, R., Liu, J., Ma, M., Liu, Y., Gan, Q., Kang, C., & Xu, G. (2020). Critical thinking: Part II of the 5Cs framework for twenty-first century key competences. Journal of East China Normal University (Educational Sciences), 38(2), 45–56.
  • Milfont, T. L., & Fischer, R. (2010). Testing measurement invariance across groups: Applications in cross-cultural research. International Journal of Psychological Research, 3(1), 111–130. https://doi.org/10.21500/20112084.857
  • Ministry of Education (2010). 21st century competencies. Retrieved from https://www.moe.gov.sg/education/education-system/21st-century-competencies
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
  • Mu, G. M. (2018). Building resilience of floating children and left-behind children in China: Power, politics, participation, and education. Routledge.
  • Mu, G. M. (2022). Sociologising child and youth resilience with Bourdieu: An Australian perspective. Routledge.
  • Mu, G. M., Luke, A., & Dooley, K. (2019). Re: Appropriating Bourdieu for a sociology of Chinese education. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Bourdieu and Chinese education: Inequality, competition, and change (pp. 239–263). Routledge.
  • Mu, G. M., Zheng, X., Jia, N., Li, X., Wang, S., Chen, Y., He, Y., May, L., Carter, M., Dooley, K., Berwick, A., Sobyra, A., & Diezmann, C. (2013). Revisiting educational equity and quality in China through Confucianism, policy, research, and practice. The Australian Educational Researcher, 40(3), 373–389. https://doi.org/10.1007/s13384-013-0113-0
  • National Bureau of Statistics (2008). Regulations on the statistical division of urban and rural areas. Retrieved from http://www.stats.gov.cn/tjsj/tjbz/200610/t20061018_8666.html
  • National Bureau of Statistics (2022). Per capita disposable income of residents. Retrieved from https://data.stats.gov.cn/easyquery.htm?cn=E0103
  • National Education Association (2014). Preparing 21st century students for a global society: An educator’s guide to the “four Cs”. Author.
  • NCREL & Metiri Group (2003). EnGauge 21st century skills for 21st century leaners: Literacy in digital age. NCREL & Metiri.
  • OECD (2005). The definition and selection of key competencies: Executive summary. OECD Publishing.
  • Osman, K., Soh, T. M. T., & Arsad, N. M. (2010). Development and validation of the Malaysian 21st century skills instrument (M-21CSI) for science students. Procedia-Social and Behavioral Sciences, 9, 599–603. https://doi.org/10.1016/j.sbspro.2010.12.204
  • Partnership for 21st Century Learning (2019). Framework for 21st century learning. Retrieved from http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
  • Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press.
  • Plucker, J. A., Beghetto, R. A., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96. https://doi.org/10.1207/s15326985ep3902_1
  • Richard, P., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 34–35.
  • Santos, B. S. (2002). The processes of globalisation (S. Caldwell, Trans.). Eurozine.
  • Satorra, A., & Bentler, P. M. (2010). Ensuring positiveness of the scaled difference chi-square test statistic. Psychometrika, 75(2), 243–248. https://doi.org/10.1007/s11336-009-9135-y
  • Shaabani, F., Maktabi, G., Yeylagh, M. S., & Morovati, Z. (2012). Relationship between the academic self-efficacy and creativity with the critical thinking in the university students. Journal of Educational and Management Studies, 1(1), 32–37.
  • Shannon, E. (2015). [Achievement and 21st century skills in elementary school students]. [Unpublished doctoral dissertation]. Dowling College.
  • Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630–634. https://doi.org/10.1177/003172170909000905
  • Sun, R. (2020). Research on the influencing factors and mechanism of middle school students’ cooperative problem solving ability. Shanghai Education and Scientific Research, 40(7), 60–65.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Pearson Education.
  • Tanti, T., Kurniawan, D. A., Kuswanto, K., Utami, W., & Wardhana, I. (2020). Science process skills and critical thinking in science: Urban and rural disparity. Jurnal Pendidikan IPA Indonesia, 9(4), 489–498. https://doi.org/10.15294/jpii.v9i4.24139
  • Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4–70. https://doi.org/10.1177/109442810031002
  • Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2019). Fostering students’ creativity and critical thinking: What it means in school, educational research and innovation. OECD Publishing. https://doi.org/10.1787/62212c37-en
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
  • Wang, T. (2019). Competence for students’ future: Curriculum change and policy redesign in China. ECNU Review of Education, 2(2), 234–245. https://doi.org/10.1177/2096531119850905
  • Wang, Y. (2016). Thinking big, acting small: Lessons from twenty-first century curriculum reform in China. In F. M. Reimers, & C. K. Chung (Eds.), Teaching and learning for the twenty-first century: Educational goals, policies, and curricula from six nations. Harvard Education Press.
  • Weel, B. T. (2008). The noncognitive determinants of labor market and behavioral outcomes: Introduction to the symposium. Journal of Human Resources, 43(4), 729–737. https://doi.org/10.3368/jhr.43.4.729
  • Williams, F. E. (1993). Creativity assessment packet (CAP): Examiner’s manual. PRO-ED.
  • Xin, T., Jiang, Y., & Lin, C. D. (2016). Discussion on the conceptual characteristics and framework orientation of student’s core competencies. Journal of the Chinese Society of Education, 36(6), 3–8.
  • Xu, G., Wei, R., Liu, J., Li, J., Kang, C., Ma, L., Gan, Q., & Liu, Y. (2020). Collaboration competence: Part V of the 5Cs framework for twenty-first century key competences. Journal of East China Normal University (Educational Sciences), 38(2), 83–96.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.