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Open AccessArticle

Validation of the Chinese Version of the Centrality of Religiosity Scale (CRS): Teacher Perspectives

1
Department of Curriculum and Instruction, The Education University of Hong Kong, New Territories, Hong Kong, China
2
Director of Centre for Religious and Spirituality Education, The Education University of Hong Kong, New Territories, Hong Kong, China
3
School of Education (Normal School) of Dongguan University of Technology, Dongguan University of Technology, Dongguan 523000, China
*
Author to whom correspondence should be addressed.
Religions 2020, 11(5), 266; https://doi.org/10.3390/rel11050266
Received: 27 April 2020 / Revised: 14 May 2020 / Accepted: 14 May 2020 / Published: 25 May 2020
(This article belongs to the Special Issue Research with the Centrality of Religiosity Scale (CRS))
This study applied the Centrality of Religiosity Scale (CRS) to the context of Hong Kong as a part of China with the focus on a specific target group of teachers in primary and secondary schools. For the validation of the scale in the Hong Kong context, the version of CRSi-20 was tested with data collected from local teachers (N = 671). For the validation of the scale, six versions were tested (CRSi-20, CRS-15, CRSi-14, CRS-10, CRSi-7, and CRS-5). Confirmatory Factor Analysis demonstrated that the single-factor solution of five items (CRS-5) had better fit indices than the seven-item version (CRSi-7), which, in turn, was better than CRS-15 with a five-factor solution (Intellect, Ideology, Private Practice, Public Practice, and Religious Experience). The other three versions encountered a problem with high correlations between factors. Multiple-indicators multiple-causes (MIMIC) analysis was used to test the effect of covariates on the established factor structure for CRS-5, CRSi-7, and CRS-15. The results indicated that gender and religious belief are significant predictors of the centrality of religiosity scores for CRS-5, CRSi-7, and CRS-15. In addition, age was a positive predictor for public practice, and teachers’ education level was positively related to private practice for CRS-15. Implications regarding understanding for the existing literature are discussed. View Full-Text
Keywords: centrality of religiosity scale; validation; religion; Hong Kong centrality of religiosity scale; validation; religion; Hong Kong
MDPI and ACS Style

Lee, J. .-K.; Kuang, X. Validation of the Chinese Version of the Centrality of Religiosity Scale (CRS): Teacher Perspectives. Religions 2020, 11, 266.

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