Emergent Conceptual Definition and Development of a Confucian Heritage Culture Scale for Malaysian Chinese Pre-University Students

Abstract

This article describes the development of a Confucian heritage culture (CHC) scale, where a conceptual definition of CHC emerged from interdisciplinary perspectives. The scale dimensions adopted interdisciplinary perspectives from history, psychology, political science, and science education. The validity and reliability of the scale were determined. Statistical analysis, conducted through Exploratory Factor Analysis (EFA), suggested a four-factor CHC dimension in a sample of 430 Chinese pre-university chemistry students. The four-factor dimensions were (1) being principled, (2) dependence on the teacher, (3) harmony, and (4) education. The proposed dimensions were then confirmed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with an additional sample of 441 students. the findings were also supported by prior qualitative research, which showed that CHC was associated with being principled, dependence on the teacher, harmony, and education. Based upon confirmed dimensions, the emergent CHC was conceptually defined. the implications for educational policy and practice are discussed.