The cultural efficacy of elementary school students：scale development and validation

The cultural efficacy of elementary school students：scale development and validation | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The cultural efficacy of elementary school students：scale development and validation Shuzhen Wang, Mei Tian, Xiqing Yuan, Xiao Wang, Qiulian Xing, and 5 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3927198/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Culture plays an important role in human social life,and cultural factors are also an important basis for the modernization of national governance.A strong culture makes a strong nation. This study aimed to develop a cultural efficacy scale for elementary school students in China and test its psychometric properties. The scale was conducted among 911 elementary school students ( M age = 10.64, SD age = 1.82, N boy = 488). The data were then randomly divided into two groups. Group 1 ( n = 457) were used for item and exploratory factor analyses, and Group 2 ( n = 454) were used for confirmatory factor analysis and for providing criteria evidence. Fourteen items were retained in the scale, and the cumulative method interpretation rate was 48.75%. Statistically significant differences existed between the high and low groups in the independent samples t test. The structural model was well fitted ( RMSEA = 0.056, SRMR = 0.044, TLI = 0.920, CFI = 0.934), and the range of factor load was 0.308–0.676. The Cronbach’s alpha was 0.83, and criteria evidence was moderately significant. The outcomes show that the developed scale has good reliability and validity and can be used to assess the cultural efficacy level of elementary school students. elementary school students cultural efficacy scale scale development psychometric properties validation Figures Figure 1 1 Introduction Culture is a product of long-term human practice and has played an important role in human social life throughout the history of human society. In particular, the spread of national history to world history has promoted rapid cultural exchange, collision and integration among different peoples and countries [ 1 ]. Therefore, as a group phenomenon, culture provides value recognition in people's lives. China has repeatedly emphasized the strategy of cultural revitalization, and in order to comprehensively promote the country's high-quality development, it is necessary to pay attention to cultural revitalization and give full play to the value-led and productive role of culture [ 2 ]. Cultural factors are an important foundation for the modernization of national governance, using its own historical and cultural background as an internal force to promote cultural prosperity [ 3 ]. Meanwhile, some studies have shown that local culture affects people's mental health in unique ways [ 4 , 5 ], such as cultural heritage therapy, which draws on rich heritage resources to guide the public to participate in it and positively affect their mental health [ 6 ], and the incorporation of excellent Chinese traditional culture and Party history and culture into the mental health curriculum of college students, and conducted an innovative exploration of mental health education methods in colleges and universities [ 7 , 8 ], it is evident that cultural revitalization strategy is a priority for restoring health and healing for the people of this nation [ 9 ], that is a 'culture-as-cure' model [ 10 ]. Strengthening an individual's knowledge of and confidence in his or her own culture within the same cultural, social, or ethnic group may be an important way for acculturation to produce good results [ 11 ], and cultural efficacy enhances awareness, identification, and attachment to one's own culture, as well as group perceptions, emotions, and mutual attachments. Cultural efficacy requires cultural subjects to have objective and rational cognition, reflect and recognize their own national culture and maintain an objective and rational state of mind in the process of collision, exchange and intermingling with heterogeneous world cultures [ 12 ]. Huntington (2018), in " The Clash of Civilizations and the Reconstruction of World Order ", proposes the Clash of Civilizations theory, arguing that in the post-Cold War world, the basic source of conflict is no longer ideology but cultural differences [ 13 ]. Nye (2013) proposed "Soft Power", which is the intangible influence of cultural attractiveness, political values, and social systems, functioning via its own attractiveness [ 14 ]. Xi (2017) believes that culture represents the soul of a country and nation. If culture is strong, the nation will be strong. Without a high degree of cultural efficacy and the prosperity of culture, there will be no great rejuvenation of the Chinese nation [ 15 ]. Recognizing the meaning and connotation of cultural efficacy and understanding the path of shaping and cultivating cultural efficacy has become the object of research in many disciplines, including psychology, political science and education. In conclusion, the research problem of this paper is to explore the current situation of elementary school students' cultural efficacy by using a scale development method, which can understand elementary school students' cognition, identity, and sense of belonging to Chinese culture. Moreover, it is also conducive to the shaping of elementary school students' worldview and values. At present, most of the studies on cultural efficacy in academia tend to be in the fields of political science, education, and sociology, and there are a lot of achievements in the theoretical thinking category, but there is a lack of support from empirical research. This paper uses the empirical research method to supplement the previous research methods. 2 Theoretical Background and Literature Review 2.1 Theoretical Support First, Bandura proposed the Social Cognitive Theory (SCT) in 1986, in which self-efficacy is one of the basic elements of individual cognition, and self-efficacy refers to an individual's confidence in his or her own abilities during problem solving [ 16 ]. Self-confidence is a personality trait that can be influenced by many factors, among which culture also influences an individual's self-confidence [ 17 ]. Pan et al. based on this inferred that the self-confidence an individual develops in his or her cultural environment leads to positive feedback about that culture, in short, this produces a cultural efficacy.It is an individual's deep understanding, acceptance, and putting into practice of his or her culture resulting in identification, belonging, and love for the culture [ 18 ]. Second, this study draws on Campinha-Bacote's Big Five model of cultural competence, which consists of cultural awareness, cultural knowledge, cultural skill, cultural en-counters, and cultural desire. The model encompasses the importance of seeking and acquiring cultural knowledge, engaging appropriately in cultural environments, and having a genuine desire to learn for the sake of doing so, and although the proponents of the theory did not devise it for individuals from native cultures, the Big Five competencies are just as applicable to seeking out cultural "services" in one's own cultural environment [ 19 ]. 2.2 Literature Review 2.2.1 Cultural Self-Efficacy In the process of searching the literature, this researcher noticed the concept of "cultural self-efficacy" (CSE), which indicates one's perception of one's ability to function and function effectively in the context of culturally diverse characteristics. This self-efficacy is particularly important in cultural adaptation [ 20 , 21 ], and individuals with a higher sense of cultural self-efficacy easily adapt across cultural environments [ 22 ]. Many previous studies measuring self-efficacy in interactions with people from different cultures have focused on the caregiver population [ 23 , 24 , 25 , 26 , 27 ], and the results demonstrate the utility of the cultural self-efficacy scale. There is also a correlation between cultural self-efficacy and job satisfaction [ 28 ]. Briones and others (2009) focused on adolescent groups and developed a cultural self-efficacy scale for adolescents, this scale was empirically useful and applicable to adolescent groups across different cultural contexts, contributing to future research on multiculturalism. Luo (2021) and Wang (2019) studied self-efficacy in cross-cultural adaptation among expatriate employees and international students in China, demonstrating that cultural self-efficacy is an important mediating factor in cross-cultural adaptation [ 29 , 30 ]. Other researchers have explored the role of creativity in multicultural groups, demonstrating that cultural self-efficacy is an important contributor to creativity when working with people from different cultural backgrounds [ 31 ]. Du et al. (2015) studied internal Chinese migrants and concluded that increased cultural self-efficacy under a collectivist cultural orientation could effectively reduce depression [ 32 ]. Another previous study demonstrated that increasing cultural self-efficacy could reduce prejudice among international students and thus increase school satisfaction [ 33 ]. In summary, cultural self-efficacy is a positive emotion that can positively contribute to social adaptation. However, cultural self-efficacy is not the same concept as the "cultural efficacy" proposed in this study. 2.2.2 Cultural efficacy Houkamau and Sibley (2011) proposed that cultural efficacy is conceptualized as a perception of one's personal resources to effectively and appropriately participate in the cultural and social contexts within the native culture[ 10 ].Gonzalez et al. expanded the concept of self-efficacy to enrich the definition of cultural efficacy to include an assessment of a person's confidence in learning about cultural styles, engaging in cultural activities, and acquiring traditional knowledge[ 11 ]. Chinese scholars have proposed definitions and interpretations of cultural efficacy from different perspectives. A comprehensive analysis of the definition of the connotation of cultural efficacy in the literature shows that most scholars' definitions and interpretations of cultural efficacy currently focus on attitudes, emotions and the determination of value of the nation's culture. Yun (2010) more authoritatively interpreted the connotation of cultural efficacy, arguing that cultural efficacy is a country, nation, and political party's full affirmation of its own cultural value and firm belief in the vitality of this culture. On this basis, Chen (2019) further notes that cultural efficacy is not an isolated and static concept, it is a spiritual outlook extended in the process of historical development, facing the background of contrast, conflict and even confrontation between the cultural systems of different nations, countries and political parties. In other words, without the contrast, conflict, and confrontation of different cultural systems, there would be no question of cultural efficacy or cultural inferiority. This is an interpretation of the connotation of cultural efficacy from the perspective of multicultural integration and conflict with historical development as the axis. Meanwhile, Chen (2019) introduces the factor of cultural subjects in his explanation of the meaning of cultural efficacy and believes that cultural efficacy is a spiritual outlook displayed on the basis of the combination of understanding, practice, speech and behavior, and its subjects are the nation, state, and political parties and their members. In addition, Zhong (2013) explains the carrier of cultural efficacy, arguing that cultural efficacy, as an attitude toward culture, specifically includes attitudes toward traditional culture, socialist culture with Chinese characteristics, and foreign culture in three aspects. These views have greatly enriched the connotation of cultural efficacy and have been more widely recognized by scholars. Although scholars differ in their definitions of cultural efficacy from different perspectives, these definitions contain a common value point, which emphasizes the individual's sober cognition and love of the excellent Chinese culture and a mental state and value judgment representing confidence in the future development of this culture[ 1 , 34 , 18 ]. Therefore, it is appropriate to explore the psychological aspects of cultural efficacy. Zhou & Bi (2020) believe that cultural efficacy can be effectively determined on the basis of whether an individual can evaluate and judge their own culture from experience and public knowledge or whether they have developed cultural psychological evaluation and experience-feeling systems that are common within the group [ 35 ]. In recent years, with the enhancement of China's comprehensive national strength, Chinese culture has also stepped out of the country, demonstrating strong cultural confidence. First, many good movies with strong reputations and box office success emerged due to the continuous development of the Chinese film industry, demonstrating increased cultural efficacy in China [ 36 ]. Second, ancient Chinese costume culture demonstrates confidence and is an important method for sharing the nation’s story abroad, spreading the nation’s voice, and shaping the nation’s image [ 37 ]. Some scholars have studied the cultural efficacy of tourists visiting red tourist attractions and confirmed that red tourism could enhance tourists' confidence in Chinese culture [ 38 , 39 ]. Cultural efficacy also affects the happiness of local residents, and a significant positive correlation between cultural efficacy and spiritual happiness has been demonstrated in field surveys [ 18 ]. Yang (2018) proposes the need for art education in universities, which can effectively enhance the cultural efficacy of college students [ 40 ]. Zhang (2016) proposed that we should promote the prosperity and development of campus culture, create a good family culture atmosphere and actively practice cultural efficacy as a result of the rapid development of China's market economy [ 41 ].Above, we can see that Chinese culture plays a substantial role in the new era and that Chinese people’s cultural efficacy and sense of belonging are becoming increasingly stronger. Several Chinese scholars have measured cultural efficacy. Zhou & Bi (2020) developed a cultural efficacy scale using college students as the sample and developed the cultural efficacy questionnaire through a procedure consistent with psychometrics. The questionnaire had good reliability and validity [ 35 ]. Meanwhile, using the scale compiled by the above research, the significance mechanism of cultural efficacy in relieving depression and anxiety is explored. Building cultural efficacy has been shown to be important for relieving anxiety and constructing a positive mindset [ 42 ].Wang (2020) developed a cultural efficacy scale through a prestructured semistructured interview measuring the current situation and development characteristics of cultural self-confidence among teenagers [ 43 ]. Ma (2018) included college students from five universities in Xi'an to explore college students' knowledge, cognition, emotional attitudes, and behavioral practices toward Chinese culture, conducting an in-depth analysis of the factors that limit the degree of cultural efficacy of contemporary college students and offering suggestions for enhancing cultural efficacy in this population [ 44 ]. The current situation of cultural efficacy among senior vocational students in the context of the epidemic has also been assessed, indicating that further effort is required to strengthen awareness of cultivating cultural efficacy during major social events [ 45 ], while substantial anti-epidemic attitudes enrich the significance of Chinese culture and further strengthen cultural efficacy in socialism and Chinese characteristics [ 46 , 47 ]. Previous studies have focused on college students or adolescents, and the current situation of cultural efficacy among elementary school students has yet to be studied. Childhood is a critical stage for cultural enlightenment and personality and worldview formation; thus, it is especially crucial to lay the foundations for correct cultural cognition and build a clear outline of cultural identity at this age [ 48 ]. Young people are also responsible for national rejuvenation, and the nation's mission in this historical era is to enhance this group's identification with and confidence in the excellent Chinese culture. Moreover, due to the emphasis on basic education and the popularity of patriotic education, the current situation of cultural efficacy in elementary school students is worth exploring. This study draws on the cultural efficacy scales compiled by Zhou & Bi (2020) and Wang (2020), revising and adapting these scales to generate a scale more suitable for assessing the cognitive development level of elementary school students. The views of many other scholars were also synthesized, and the results suggest that cultural efficacy refers to individuals' positive attitudes and emotions toward Chinese culture. Thus, the cultural practice aspect of the original scale was removed. Finally, the authors of this paper believe that the trap of cultural narcissism should be avoided when conducting cultural efficacy studies. Cultural narcissism refers to a person's overemphasis on the local culture and their love for and protection of this culture and their beliefs and habits [ 49 , 50 ]. Thus, we deleted topics likely to induce cultural opposition from the scale, such as "compared with foreign culture, Chinese culture is more...". Cultural efficacy is a path of meaning construction in cultural psychological mechanisms that forms a sense of meaning among cultural community members by identifying and experiencing culture [ 42 ]. Enhance cultural efficacy, firmly maintain the uniqueness and characteristics of their own culture, and promote the development of cultural diversity [ 51 ]. However, as globalization continues to deepen, the collision and integration of Chinese and Foreign cultures have increased, especially since China's reform and opening up. Many people, especially young people, appear to deviate from the inheritance, perseverance and promotion of their own national culture [ 52 , 53 ]. Elementary school is a critical period for the rapid development of behavior, personality and intelligence and a period of rapid physical and mental development [ 54 ]. At this stage, students' cognitive and behavioral development lacks self-judgment and is easily disturbed by the external cultural environment. In particular, the expansion of multiculturalism brought about by the popularity of digital media may cause blindness in young people's cultural choices [ 55 ]. However, empirical research on elementary school students' cultural efficacy is still weak, and a comprehensive multidisciplinary and multifaceted study and interpretation of the issue of elementary school students' cultural efficacy is necessary. Future research is also needed to strengthen elementary school students' knowledge and understanding of cultural efficacy and to teach them to recognize, identify, and love their own culture. Therefore, the intrinsic meanings of cultural self-efficacy and cultural efficacy differ, and it is important to explore the level of subjects' cultural efficacy, develop a cultural efficacy scale and conduct related research. Current research on cultural efficacy focuses more on the integration of culture and identity [ 39 ]. For example, regarding research methods, the current academic focus on cultural efficacy is in the fields of political science, education, and sociology; thus, the approach is fruitful in terms of theoretical discourse but lacks the support of empirical research [ 41 ]. The construction of theories often needs empirical research support, and the preparation of the cultural efficacy questionnaire, an essential element of empirical research in psychology, is a necessary supplement to previous research methods.Regarding theoretical constructs, cultural efficacy theories are focused on the macro area, and the theoretical constructs are neither clear nor concise; different scholars display either differences or a consensus on the construction of cultural efficacy theories, and the complexity and diversity of the theoretical constructs are not conducive to elementary school students' cognition and understanding of cultural efficacy [ 56 ].Again, regarding research content, the current academic community has written extensively on the connotation and influencing factors of cultural efficacy, but research and exploration on elementary school students' cognition and identification with excellent culture and the influence of excellent culture on elementary school students' value shaping and behavior is lacking. Therefore, this study aimed to develop a cultural efficacy measurement tool based on different disciplines using an elementary school student sample and excellent Chinese culture as the research content. The psychometric characteristics of the scale, including its factorial structure and internal consistency reliability, were also assessed. 3 Methods 3.1 Samples A total of 911 elementary school students ( M age = 10.64, SD age = 1.82, N boy = 488) in the 4th, 5th, and 6th grades at two elementary schools in one city were selected as the study sample. Their guardians signed a consent form agreeing to the student’s participation in the study. Ethical approval for the study was obtained from the ethics committee of the authors' institution. 3.2 Research tools (1) Self-administered cultural efficacy scale This study adapted the cultural efficacy scales developed by Zhou & Bi (2020) and Wang (2020) through an analysis of studies on cultural efficacy. The scale compiled by Zhou & Bi (2020) applies to college students, and that developed by Wang (2020) applies to teenagers. Both scales have good reliability and validity in empirical research. As mentioned earlier, given that there is no measurement instrument for the cultural efficacy of elementary school students, before the study began, a psychology professor, a doctor of political science and two psychology graduate students randomly disrupted the order of the two previously reported questionnaires, judged the questionnaire items, and deleted those unsuitable for the elementary school student population or changed them to statements that could be understood by elementary school students. Items such as “I prefer traditional Chinese instruments to those of other countries” and “Compared to other cultures, Chinese culture is ahead or superior in many areas” were deleted since they are biased toward cultural narcissism. Finally, a self-administered cultural efficacy scale was compiled, comprising 15 items (e.g., “Chinese culture has many excellent qualities”)on a 4-point scale(1 = Very inconsistent;4 = Very consistent). (2) The Chinese national cultural identity scale This scale comprises 3 items(e.g., “I respect the beliefs of equality, harmony, unity and progress of the Chinese nation”) scored on a 4-point scale(1 = Very inconsistent;4 = Very consistent) [ 57 ]. This scale was used as a validation tool and had an internal consistency coefficient of 0.945. (3) The C hinese ethnic identity questionnaire This scale comprises 21 items(e.g., “If I meet Chinese people abroad, I will feel camaraderie”) scored on a 4-point(1 = Very inconsistent;4 = Very consistent) scale with an internal consistency coefficient of 0.706 [ 58 ]. 3.3 Data collection and data analysis The scales comprised a self-administered cultural efficacy scale, a Chinese national cultural identity scale, and a Chinese national identity questionnaire administered to elementary school students in the 4th (9 classes), 5th (8 classes), and 6th (7 classes) grades in two schools in one province. After the guardians of the subjects signed the informed consent form through the internet, we collected the questionnaire by means of on-site measurement and used SPSS 22.0 to enter data. Missing values are interpolated using the sequence average.The data were randomly divided into two groups, with Group 1( n = 457) used for item and exploratory factor analyses by SPSS 22.0 and Group 2 ( n = 454) used for confirmatory factor analysis by MPLUS 8.3. Following the factor analysis, a criteria validity analysis and Cronbach’s alpha test were conducted to compute reliability. 4 Results 4.1 Item Analysis Pearson correlation analysis was conducted between the scores of each item on the cultural efficacy scale for elementary school students and the total score of the questionnaire, and the total correlation coefficient of the items ranged from 0.307 to 0.685 ( p < 0.001). Independent sample t tests for high and low groupings were conducted on the Group 1 data, with the first 27% of the questionnaire considered high grouping and the last 27% low grouping. All items demonstrated significantly different scores between the high and low groupings (Table 1 ). Table 1 The t test of the extreme group method and the total correlation of the items in the cultural efficacy scale for elementary school students Items t Total related topics Items t Total related topics 1 7.52*** 0.633 9 6.559*** 0.639 2 8.34*** 0.601 10 13.668*** 0.307 3 12.979*** 0.603 11 10.146*** 0.658 4 7.253*** 0.683 12 7.130*** 0.658 5 7.134*** 0.685 13 10.584*** 0.571 6 6.559*** 0.656 14 6.108*** 0.566 7 10.560*** 0.600 15 6.457*** 0.552 8 8.967*** 0.677 Tips: * p < .05,** p < .01;*** p < .001 4.2 Exploratory Factor Analysis An exploratory factor analysis was first performed to test whether the data could be factor analyzed. The KMO value was 0.925, and the χ2 value of Bartlett's sphericity test was 3108.332 ( df = 105, p < 0.001); thus, performing factor analysis was considered appropriate. The factor analysis of these 15 items was conducted using a principal component analysis and the great orthogonal rotation of variance method. Two dimensions were extracted in the exploratory factor analysis; however, the second dimension contained only one item. and according to the criterion of having at least three items in each dimension. Item 10 was deleted due to the criterion of having at least three items per dimension [ 59 ]. Items with a factor load above 0.3 were retained [ 59 ]. Finally, a single dimension was extracted, and the cumulative contribution of variance was 48.75%. The factor load for each item is shown in Table 2 . Table 2 Factor Load Values Items Factor Load Values Items Factor Load Values Items Factor Load Values 1 0.675 6 0.719 12 0.722 2 0.630 7 0.580 13 0.596 3 0.604 8 0.709 14 0.566 4 0.742 9 0.671 15 0.586 5 0.723 11 0.667 4.3 Confirmatory Factor Analysis The confirmatory factor analysis was performed using Group 2 data, and the model was found to fit well, its CFI and TLI close to 0.95, and RMSEA less than 0.06 [ 60 ]. The results shown in Table 3 and Fig. 1 . Table 3 Factor Analysis and Fitting Index χ 2 / df RMSEA SRMR TLI CFI Fitting index 2.37 0.056 0.044 0.920 0.934 4.4 Criterion Validity Analysis During the data collection process, two scales, including the Chinese national cultural identity scale [ 57 ] and the Chinese National Identity Scale [ 58 ], were included to test the scale's validity. The results showed that this questionnaire has good predictive validity, as shown in Table 4 . Table 4 Validity analysis Cultural efficacy scale for elementary school students Chinese national cultural identity scale 0.508** Chinese ethnic identity questionnaire 0.425** Tips: * p < .05,** p < .01;*** p < .001 4.5 Reliability Analysis The internal consistency coefficient of this questionnaire was tested and revealed a Cronbach’s alpha of 0.83, indicating ideal reliability. 5 Discussion In this study, previously developed scales were reformulated by drawing on previous research to form a questionnaire appropriate for measuring cultural efficacy among elementary school students. The exploratory and confirmatory factor analyses indicated that this questionnaire was usable. A high degree of cultural efficacy represents the spiritual ability of a nation to create new cultural aspects and is necessary for a nation to move toward and remain at the forefront of the times [ 61 ]. Cultural efficacy comprises people's beliefs about their own cultural ideals, values, vitality and prospects [ 41 ] and is a positive attitude and emotional tendency[ 11 ]. Moreover, cultural efficacy is an important aspect of national soft power. The prerequisite for enhancing Chinese cultural soft power and building a strong cultural nation is to enhance cultural subjects' cultural self-knowledge, self-practice and confidence and to conduct creative transformation and innovative development on the basis of inheriting excellent Chinese culture [ 14 ]. Therefore, cultural efficacy maintains the affirmation of and preference for one's own culture and creatively transforms and innovatively develops the existing cultural norms per the development of the times. Therefore, when the cultural efficacy scale was revised, only the items related to the positive affective experience of Chinese culture were retained, and the explanatory rate of these questions reached 48.75% in the subsequent exploratory factor analysis, demonstrating the questionnaire’s validity. This scale is different from that developed in previous studies. Zhou & Bi (2020) developed a cultural efficacy questionnaire for college students, including two dimensions: cultural praise and cultural pride [ 35 ]. The questionnaire covering cultural efficacy developed by Wang (2020) includes three dimensions: cultural preference, cultural identity and cultural practice [ 43 ]. In this study, the questionnaire has a one-dimensional structure. The possible reasons are as follows: the sample group selected in this study differs from that used in previous studies, which mainly focus on college students and teenagers. Compared with elementary school students, college students and teenagers have higher cognitive levels, richer emotional experiences and more complex and diversified living environments. Primary school students' cognitive structure is relatively simple, and their thinking is immature, leading to the one-dimensional structure of the elementary school students' cultural efficacy scale developed here; additionally, the incorporated items align with the cognitive development level of elementary school students. 5.1 Implications At present, the world's culture is diversified, and the cultural styles and values of other countries and ethnic groups are flooding into China through the wave of globalization. Young people in China face complex and changing cultural environments and choices. In such a realistic context, integrating teaching content related to cultural efficacy in elementary school education can construct a sense of cultural efficacy among elementary school students and enhance their awareness, recognition, and innovative transmission of excellent Chinese culture. Establishing a high level of cultural efficacy and advocating the harmonious coexistence of cultures can contribute to the development and prosperity of peoples, to the development of cultural pluralism and diversity in the world and to the development of the common values of all humankind [ 62 ]. From a theoretical perspective, this study examines the current situation of elementary school students' cognition and identification with excellent Chinese culture from a psychological perspective by combining literature research and questionnaires, which provides a new perspective for current research on cultural efficacy [ 32 , 59 ]. The study of elementary school students' cultural efficacy theory is indispensable. In the current literature, the theoretical study of elementary school students' cultural efficacy is still in its early stages. The cultural efficacy scale for elementary school students developed in this study can provide reliable and effective information for the state, society and related studies to understand the status of elementary school students' cultural efficacy [ 41 ]. The development of cultural efficacy among elementary school students is a critical aspect of elementary school basic education. This study promotes awareness of excellent Chinese culture among elementary school students and provides new research perspectives and options for related studies. From a practical perspective, this paper takes cultural efficacy as the research direction, elementary school students as samples, and excellent Chinese culture as the evaluation content. The questionnaire survey and data analysis can provide scientific support for cultivating cultural efficacy among elementary school students. Second, this study could trigger deep thinking in the education sector, promoting the further exploration of the mechanisms of cultural efficacy generation and behavioral results and providing an effective reference for the education department to formulate policies in cultural efficacy cultivation. 5.2 Limitations and Future Prospects However, there are several limitations which should be noted.First, the cultural efficacy scale developed here is targeted toward Chinese cultural subjects and is not applicable to other cultural subjects; thus, the questionnaire is not cross-culturally consistent, and the research group is limited. Second, the data collection process was conducted during the students’ lunch break due to uncontrollable reasons; thus, some students complained during the process of answering questions, which affected the accuracy of the questionnaire results to a certain extent. Finally, we chose upper elementary students as the sample, and there is a huge risk in extending the use of this scale to the entire elementary school level, which needs to be addressed on a case-by-case basis. Future research could build on this study to develop a more generalizable scale instrument. It is interesting to compare the cultural efficacy levels of Eastern and Western groups. Furthermore,more creative ways to explore the level of cultural efficacy of younger children, such as interviews, could also be explored. 6 Conclusion In summary, this study demonstrated sufficient psychometric evidence to show the validity of the cultural efficacy scale for elementary school students. The items were developed with adequate theoretical support and were easy to understand, unambiguous, and consistent with the cognitive development level of elementary school students. The reliability and validity of the questionnaire met psychometric requirements; thus, this questionnaire represents a valid measurement tool that could be used in subsequent studies. Declarations Author Contribution: All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Xiqing Yuan, Xiao Wang, Qiulian Xing and Yu Ming. The first draft of the manuscript was written by Xinyu Cheng and Shuzhen Wang, Mei Tian contributed to drafting the literature review, discussion. Peng Wang and Shuhui Yang as well as all authors commented on previous editions of the manuscript and the overall editing of the manuscript,Yanjun Kang participated in the revision of the manuscript.All authors contributed to the article and approved the submitted version and all authors read and approved the final manuscript. Funding ： This work was supported by the Found of Teaching Reform Research Project of Shandong Normal University,China(NO.2021BJ094); Undergraduate Research Fund Project of Shandong Normal University,China(NO.BKJJ2023081). Conflict of Interest Statement: The authors have no relevant financial or non-financial interests to disclose. Data Availability: The datasets generated and analysed during the current study are available from the corresponding author on reasonable request. Ethics approval and consent to participate: The research was approved by the Ethics Committee of Shandong Normal University. Legal guardians signed an informed consent form agreeing to the respective student’s participation in the study. Availability of data and materials ： The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. Consent for publication ： Manuscript does not contain data from any individual person, so it is not applicable. References Chen J. China Road and Cultural ConfidenceCultural efficacy. Beijing: Learning; 2019. Liu J. Dilemma and Countermeasures of Cultural Revitalization Helping Rural Common Wealth. J Zhejiang Inst Sci Technol. 2023;04:297–304. Ren SJ. Multidimensional Perspective of Rural Cultural Construction under the Perspective of National Governance Modernization. Yunnan Social Sci. 2020;05:49–55. Brockie TN, Dana-Sacco G, Wallen GR, Wilcox HC, Campbell JC. 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Commun Ment Health J. 2015;51(2):239–48. https://doi.org/doi:10.1007/s10597-014-9785-9 . Mera-Lemp MJ, Bilbao M, Basabe N. (2020). School Satisfaction in Immigrant and Chilean Students: The Role of Prejudice and Cultural Self-Efficacy. Frontiers in Psychology , 11. https://doi.org/doi:10.3389/fpsyg.2020.613585 . Yun S. (2010).Cultural Consciousness, Cultural ConfidenceCultural efficacy and Cultural Self-improvement-Reflections on the Prosperity and Development of Socialism with Chinese characteristics Culture (Part Two). Red Flag Manuscr, (16): 4. Zhou T, Bi CZ. Development and validation of the cultural confidencecultural efficacy inventory. Psychol Res. 2020;03:214–20. https://doi.org/10.16783/j.cnki.nwnus.2022.01.010 . Zhang H. Chinese Blockbusters and Culture Self-Confidence. Javnost-The Public. 2020;27(2):140–53. https://doi.org/10.1080/13183222.2020.1727272 . Wang Z, Cui R, Cong T, Liang HE. (2021). Overseas Dissemination of Ancient Chinese Costume Culture from the Perspective of Cultural ConfidenceCultural efficacy. Fibres & Textiles in Eastern Europe. https://doi.org/10.5604/01.3001.0014.7796 . Zhou X, Guo Y, Xie X, Liu C, Zhang F. The influence of a destination’s red cultural atmospherics on tourists’ confidence in Chinese culture. Front Psychol. 2022;13. https://doi.org/10.3389/fpsyg.2022.992125 . Lin J, Kang YX, Hong LP, Huang YJ. Can cultural tourism experience enhance cultural confidencecultural efficacy? The evidence from Qingyuan Mountain. Front Psychol. 2022;13. https://doi.org/10.3389/fpsyg.2022.1063569 . Yang MN. Unique Value of Public Art Education in Colleges and Universities from the Perspective of Cultural ConfidenceCultural efficacy. Educational Sciences-Theory Practice. 2018;18(6):3550–6. https://doi.org/10.12738/estp.2018.6.266 . Zhang YY. Looking at the Four Comprehensive Strategic Layout from the Perspective of Cultural ConfidenceCultural efficacy. Party Building Ideological Educ Schools. 2016;17:84–6. Bi CZ, Wu L, Zhao YF. Acquiring a Sense of Meaning: the Alleviating Effect of Cultural ConfidenceCultural efficacy on Depression and Anxiety. J Northwest Normal Univ (Social Sci Edition). 2022;01:89–96. https://doi.org/10.16783/j.cnki.nwnus.2022.01.010 . Wang HL. (2020). Research on the structure of cultural confidencecultural efficacy and the preparation of questionaire . Unpublished master's thesis, Guangzhou University, Guangzhou, Guangdong. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202201&filename=1020309053.nh . Ma YX. (2018). Research on the Present Situation and Promotion of Contemporary College Students' Cultural ConfidenceCultural efficacy. Unpublished master's thesis, Shanxi Normal University,Xian,Shanxi. Su WY, Feng L. Significance and path of cultivating cultural self-confidence of higher vocational students during the epidemic period. Health Vocat Educ. 2022;01:17–9. Wu C, Guo XY. Decoding the anti-epidemic spirit and strengthening cultural self-confidence. J zhoukou normal Univ. 2022;03:125–8. https://doi.org/10.13450/j.cnki.jzknu.2022.03.24 . Dong WY, Jia MW. Philosophical examination of cultivating cultural self-confidence of college students in the post-epidemic era. Times Rep. 2022;04:97–9. Erikson., Luo YJ, Xu WM, Qian JQ. Childhood and Society. Shanghai: Xuelin; 1992. Zhang LY. On Cultural Narcissism in Translation. J huaihua Univ. 2011;04107–9. https://doi.org/10.16074/j.cnki.cn43-1394/z.2011.04.017 . Wang Q. (2013). On Cultural Narcissism and Reception of Cultural Peculiarity in the West. Unpublished master's thesis, Anhui University,Hefei,Anhui. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202201&filename=1013258834.nh . Wood A, Kleinbaum AM, Wheatley T. Cultural diversity broadens social networks. J Personal Soc Psychol. 2023;124(1):109–22. https://doi.org/10.1037/pspi0000395 . Hou ZY, He TY. (2023). The Logic, Dilemma and Optimization of Chinese Cultural Identity among Contemporary Youth. J Nanchang Univ Aeronaut Astronaut (Social Sci Ed) (02), 26–32. Cai W, Liu Y. The Value of Immersive Media in Expanding Chinese Public Cultural Participation and Its Realization Path From the Perspective of Cultural Education. Front Psychol. 2022;13. https://doi.org/10.3389/fpsyg.2022.915913 . Liu JH. (1997). Child developmental psychology(2nd edition) . Shanghai: East China Normal University Press. Qi MN. (2017). Cultural crisis and its way out. Unpublished master’s thesis, Central China Normal University, Wuhan, Hubei. Yang JN. (2022). How to Cultivate the Cultural ConfidenceCultural efficacy of Primary and Middle School Students in Ideological and Political Classroom. Hebei Educ (Moral Educ Ed) (12),9–10. Yin KL, Yin SQ, Long XY. Psychology and Education of Youth National Unity in Yunnan . Beijing: China Social Sciences; 2018. Qin XR. (2005). National Identity and Development of Teenagers Aged 11–20 in China. Unpublished master's thesis, Huazhong Normal University,Wuhan,Hubei. Liu HY. Advanced Statistics for Psychology. Beijing: Renmin University of China; 2019. Hu L, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equation Modeling: Multidisciplinary J. 1999;6(1):1–55. https://doi.org/10.1080/10705519909540118 . Shen ZH. Cultural ConfidenceCultural efficacy. Hubei: Hubei People's Publishing House; 2019. Tian D, Han S. Empowering the common values of all mankind with cultural identity: Internal mechanism and dilemma. Changbai J. 2023;05:149–56. https://doi.org/10.19649/j.cnki.cn22-1009/d.2023.05.016 . Additional Declarations No competing interests reported. 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practice and has played an important role in human social life throughout the history of human society. In particular, the spread of national history to world history has promoted rapid cultural exchange, collision and integration among different peoples and countries [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Therefore, as a group phenomenon, culture provides value recognition in people's lives.\u003c/p\u003e \u003cp\u003eChina has repeatedly emphasized the strategy of cultural revitalization, and in order to comprehensively promote the country's high-quality development, it is necessary to pay attention to cultural revitalization and give full play to the value-led and productive role of culture [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Cultural factors are an important foundation for the modernization of national governance, using its own historical and cultural background as an internal force to promote cultural prosperity [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Meanwhile, some studies have shown that local culture affects people's mental health in unique ways [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], such as cultural heritage therapy, which draws on rich heritage resources to guide the public to participate in it and positively affect their mental health [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], and the incorporation of excellent Chinese traditional culture and Party history and culture into the mental health curriculum of college students, and conducted an innovative exploration of mental health education methods in colleges and universities [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], it is evident that cultural revitalization strategy is a priority for restoring health and healing for the people of this nation [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e], that is a 'culture-as-cure' model [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eStrengthening an individual's knowledge of and confidence in his or her own culture within the same cultural, social, or ethnic group may be an important way for acculturation to produce good results [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], and cultural efficacy enhances awareness, identification, and attachment to one's own culture, as well as group perceptions, emotions, and mutual attachments. Cultural efficacy requires cultural subjects to have objective and rational cognition, reflect and recognize their own national culture and maintain an objective and rational state of mind in the process of collision, exchange and intermingling with heterogeneous world cultures [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Huntington (2018), in \"\u003cem\u003eThe Clash of Civilizations and the Reconstruction of World Order\u003c/em\u003e\", proposes the Clash of Civilizations theory, arguing that in the post-Cold War world, the basic source of conflict is no longer ideology but cultural differences [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Nye (2013) proposed \"Soft Power\", which is the intangible influence of cultural attractiveness, political values, and social systems, functioning via its own attractiveness [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Xi (2017) believes that culture represents the soul of a country and nation. If culture is strong, the nation will be strong. Without a high degree of cultural efficacy and the prosperity of culture, there will be no great rejuvenation of the Chinese nation [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Recognizing the meaning and connotation of cultural efficacy and understanding the path of shaping and cultivating cultural efficacy has become the object of research in many disciplines, including psychology, political science and education.\u003c/p\u003e \u003cp\u003eIn conclusion, the research problem of this paper is to explore the current situation of elementary school students' cultural efficacy by using a scale development method, which can understand elementary school students' cognition, identity, and sense of belonging to Chinese culture. Moreover, it is also conducive to the shaping of elementary school students' worldview and values. At present, most of the studies on cultural efficacy in academia tend to be in the fields of political science, education, and sociology, and there are a lot of achievements in the theoretical thinking category, but there is a lack of support from empirical research. This paper uses the empirical research method to supplement the previous research methods.\u003c/p\u003e"},{"header":"2 Theoretical Background and Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e\u003cb\u003e2.1 Theoretical Support\u003c/b\u003e\u003c/h2\u003e \u003cp\u003eFirst, Bandura proposed the Social Cognitive Theory (SCT) in 1986, in which self-efficacy is one of the basic elements of individual cognition, and self-efficacy refers to an individual's confidence in his or her own abilities during problem solving [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Self-confidence is a personality trait that can be influenced by many factors, among which culture also influences an individual's self-confidence [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Pan et al. based on this inferred that the self-confidence an individual develops in his or her cultural environment leads to positive feedback about that culture, in short, this produces a cultural efficacy.It is an individual's deep understanding, acceptance, and putting into practice of his or her culture resulting in identification, belonging, and love for the culture [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSecond, this study draws on Campinha-Bacote's Big Five model of cultural competence, which consists of cultural awareness, cultural knowledge, cultural skill, cultural en-counters, and cultural desire. The model encompasses the importance of seeking and acquiring cultural knowledge, engaging appropriately in cultural environments, and having a genuine desire to learn for the sake of doing so, and although the proponents of the theory did not devise it for individuals from native cultures, the Big Five competencies are just as applicable to seeking out cultural \"services\" in one's own cultural environment [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Literature Review\u003c/h2\u003e \u003cdiv id=\"Sec5\" class=\"Section3\"\u003e \u003ch2\u003e2.2.1 Cultural Self-Efficacy\u003c/h2\u003e \u003cp\u003eIn the process of searching the literature, this researcher noticed the concept of \"cultural self-efficacy\" (CSE), which indicates one's perception of one's ability to function and function effectively in the context of culturally diverse characteristics. This self-efficacy is particularly important in cultural adaptation [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e], and individuals with a higher sense of cultural self-efficacy easily adapt across cultural environments [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Many previous studies measuring self-efficacy in interactions with people from different cultures have focused on the caregiver population [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], and the results demonstrate the utility of the cultural self-efficacy scale. There is also a correlation between cultural self-efficacy and job satisfaction [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Briones and others (2009) focused on adolescent groups and developed a cultural self-efficacy scale for adolescents, this scale was empirically useful and applicable to adolescent groups across different cultural contexts, contributing to future research on multiculturalism. Luo (2021) and Wang (2019) studied self-efficacy in cross-cultural adaptation among expatriate employees and international students in China, demonstrating that cultural self-efficacy is an important mediating factor in cross-cultural adaptation [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Other researchers have explored the role of creativity in multicultural groups, demonstrating that cultural self-efficacy is an important contributor to creativity when working with people from different cultural backgrounds [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Du et al. (2015) studied internal Chinese migrants and concluded that increased cultural self-efficacy under a collectivist cultural orientation could effectively reduce depression [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Another previous study demonstrated that increasing cultural self-efficacy could reduce prejudice among international students and thus increase school satisfaction [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. In summary, cultural self-efficacy is a positive emotion that can positively contribute to social adaptation. However, cultural self-efficacy is not the same concept as the \"cultural efficacy\" proposed in this study.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section3\"\u003e \u003ch2\u003e2.2.2 Cultural efficacy\u003c/h2\u003e \u003cp\u003eHoukamau and Sibley (2011) proposed that cultural efficacy is conceptualized as a perception of one's personal resources to effectively and appropriately participate in the cultural and social contexts within the native culture[\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].Gonzalez et al. expanded the concept of self-efficacy to enrich the definition of cultural efficacy to include an assessment of a person's confidence in learning about cultural styles, engaging in cultural activities, and acquiring traditional knowledge[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eChinese scholars have proposed definitions and interpretations of cultural efficacy from different perspectives. A comprehensive analysis of the definition of the connotation of cultural efficacy in the literature shows that most scholars' definitions and interpretations of cultural efficacy currently focus on attitudes, emotions and the determination of value of the nation's culture. Yun (2010) more authoritatively interpreted the connotation of cultural efficacy, arguing that cultural efficacy is a country, nation, and political party's full affirmation of its own cultural value and firm belief in the vitality of this culture. On this basis, Chen (2019) further notes that cultural efficacy is not an isolated and static concept, it is a spiritual outlook extended in the process of historical development, facing the background of contrast, conflict and even confrontation between the cultural systems of different nations, countries and political parties. In other words, without the contrast, conflict, and confrontation of different cultural systems, there would be no question of cultural efficacy or cultural inferiority. This is an interpretation of the connotation of cultural efficacy from the perspective of multicultural integration and conflict with historical development as the axis. Meanwhile, Chen (2019) introduces the factor of cultural subjects in his explanation of the meaning of cultural efficacy and believes that cultural efficacy is a spiritual outlook displayed on the basis of the combination of understanding, practice, speech and behavior, and its subjects are the nation, state, and political parties and their members. In addition, Zhong (2013) explains the carrier of cultural efficacy, arguing that cultural efficacy, as an attitude toward culture, specifically includes attitudes toward traditional culture, socialist culture with Chinese characteristics, and foreign culture in three aspects. These views have greatly enriched the connotation of cultural efficacy and have been more widely recognized by scholars. Although scholars differ in their definitions of cultural efficacy from different perspectives, these definitions contain a common value point, which emphasizes the individual's sober cognition and love of the excellent Chinese culture and a mental state and value judgment representing confidence in the future development of this culture[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Therefore, it is appropriate to explore the psychological aspects of cultural efficacy. Zhou \u0026amp; Bi (2020) believe that cultural efficacy can be effectively determined on the basis of whether an individual can evaluate and judge their own culture from experience and public knowledge or whether they have developed cultural psychological evaluation and experience-feeling systems that are common within the group [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn recent years, with the enhancement of China's comprehensive national strength, Chinese culture has also stepped out of the country, demonstrating strong cultural confidence. First, many good movies with strong reputations and box office success emerged due to the continuous development of the Chinese film industry, demonstrating increased cultural efficacy in China [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. Second, ancient Chinese costume culture demonstrates confidence and is an important method for sharing the nation\u0026rsquo;s story abroad, spreading the nation\u0026rsquo;s voice, and shaping the nation\u0026rsquo;s image [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Some scholars have studied the cultural efficacy of tourists visiting red tourist attractions and confirmed that red tourism could enhance tourists' confidence in Chinese culture [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. Cultural efficacy also affects the happiness of local residents, and a significant positive correlation between cultural efficacy and spiritual happiness has been demonstrated in field surveys [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Yang (2018) proposes the need for art education in universities, which can effectively enhance the cultural efficacy of college students [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Zhang (2016) proposed that we should promote the prosperity and development of campus culture, create a good family culture atmosphere and actively practice cultural efficacy as a result of the rapid development of China's market economy [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e].Above, we can see that Chinese culture plays a substantial role in the new era and that Chinese people\u0026rsquo;s cultural efficacy and sense of belonging are becoming increasingly stronger.\u003c/p\u003e \u003cp\u003eSeveral Chinese scholars have measured cultural efficacy. Zhou \u0026amp; Bi (2020) developed a cultural efficacy scale using college students as the sample and developed the cultural efficacy questionnaire through a procedure consistent with psychometrics. The questionnaire had good reliability and validity [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Meanwhile, using the scale compiled by the above research, the significance mechanism of cultural efficacy in relieving depression and anxiety is explored. Building cultural efficacy has been shown to be important for relieving anxiety and constructing a positive mindset [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e].Wang (2020) developed a cultural efficacy scale through a prestructured semistructured interview measuring the current situation and development characteristics of cultural self-confidence among teenagers [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. Ma (2018) included college students from five universities in Xi'an to explore college students' knowledge, cognition, emotional attitudes, and behavioral practices toward Chinese culture, conducting an in-depth analysis of the factors that limit the degree of cultural efficacy of contemporary college students and offering suggestions for enhancing cultural efficacy in this population [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. The current situation of cultural efficacy among senior vocational students in the context of the epidemic has also been assessed, indicating that further effort is required to strengthen awareness of cultivating cultural efficacy during major social events [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e], while substantial anti-epidemic attitudes enrich the significance of Chinese culture and further strengthen cultural efficacy in socialism and Chinese characteristics [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePrevious studies have focused on college students or adolescents, and the current situation of cultural efficacy among elementary school students has yet to be studied. Childhood is a critical stage for cultural enlightenment and personality and worldview formation; thus, it is especially crucial to lay the foundations for correct cultural cognition and build a clear outline of cultural identity at this age [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. Young people are also responsible for national rejuvenation, and the nation's mission in this historical era is to enhance this group's identification with and confidence in the excellent Chinese culture. Moreover, due to the emphasis on basic education and the popularity of patriotic education, the current situation of cultural efficacy in elementary school students is worth exploring. This study draws on the cultural efficacy scales compiled by Zhou \u0026amp; Bi (2020) and Wang (2020), revising and adapting these scales to generate a scale more suitable for assessing the cognitive development level of elementary school students. The views of many other scholars were also synthesized, and the results suggest that cultural efficacy refers to individuals' positive attitudes and emotions toward Chinese culture. Thus, the cultural practice aspect of the original scale was removed. Finally, the authors of this paper believe that the trap of cultural narcissism should be avoided when conducting cultural efficacy studies. Cultural narcissism refers to a person's overemphasis on the local culture and their love for and protection of this culture and their beliefs and habits [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. Thus, we deleted topics likely to induce cultural opposition from the scale, such as \"compared with foreign culture, Chinese culture is more...\".\u003c/p\u003e \u003cp\u003eCultural efficacy is a path of meaning construction in cultural psychological mechanisms that forms a sense of meaning among cultural community members by identifying and experiencing culture [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. Enhance cultural efficacy, firmly maintain the uniqueness and characteristics of their own culture, and promote the development of cultural diversity [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. However, as globalization continues to deepen, the collision and integration of Chinese and Foreign cultures have increased, especially since China's reform and opening up. Many people, especially young people, appear to deviate from the inheritance, perseverance and promotion of their own national culture [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e]. Elementary school is a critical period for the rapid development of behavior, personality and intelligence and a period of rapid physical and mental development [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. At this stage, students' cognitive and behavioral development lacks self-judgment and is easily disturbed by the external cultural environment. In particular, the expansion of multiculturalism brought about by the popularity of digital media may cause blindness in young people's cultural choices [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. However, empirical research on elementary school students' cultural efficacy is still weak, and a comprehensive multidisciplinary and multifaceted study and interpretation of the issue of elementary school students' cultural efficacy is necessary. Future research is also needed to strengthen elementary school students' knowledge and understanding of cultural efficacy and to teach them to recognize, identify, and love their own culture.\u003c/p\u003e \u003cp\u003eTherefore, the intrinsic meanings of cultural self-efficacy and cultural efficacy differ, and it is important to explore the level of subjects' cultural efficacy, develop a cultural efficacy scale and conduct related research.\u003c/p\u003e \u003cp\u003eCurrent research on cultural efficacy focuses more on the integration of culture and identity [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. For example, regarding research methods, the current academic focus on cultural efficacy is in the fields of political science, education, and sociology; thus, the approach is fruitful in terms of theoretical discourse but lacks the support of empirical research [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. The construction of theories often needs empirical research support, and the preparation of the cultural efficacy questionnaire, an essential element of empirical research in psychology, is a necessary supplement to previous research methods.Regarding theoretical constructs, cultural efficacy theories are focused on the macro area, and the theoretical constructs are neither clear nor concise; different scholars display either differences or a consensus on the construction of cultural efficacy theories, and the complexity and diversity of the theoretical constructs are not conducive to elementary school students' cognition and understanding of cultural efficacy [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e].Again, regarding research content, the current academic community has written extensively on the connotation and influencing factors of cultural efficacy, but research and exploration on elementary school students' cognition and identification with excellent culture and the influence of excellent culture on elementary school students' value shaping and behavior is lacking.\u003c/p\u003e \u003cp\u003eTherefore, this study aimed to develop a cultural efficacy measurement tool based on different disciplines using an elementary school student sample and excellent Chinese culture as the research content. The psychometric characteristics of the scale, including its factorial structure and internal consistency reliability, were also assessed.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"3 Methods","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Samples\u003c/h2\u003e \u003cp\u003eA total of 911 elementary school students (\u003cem\u003eM\u003c/em\u003e\u003csub\u003eage\u003c/sub\u003e = 10.64, \u003cem\u003eSD\u003c/em\u003e\u003csub\u003eage\u003c/sub\u003e = 1.82, \u003cem\u003eN\u003c/em\u003e\u003csub\u003eboy\u003c/sub\u003e = 488) in the 4th, 5th, and 6th grades at two elementary schools in one city were selected as the study sample. Their guardians signed a consent form agreeing to the student\u0026rsquo;s participation in the study. Ethical approval for the study was obtained from the ethics committee of the authors' institution.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Research tools\u003c/h2\u003e \u003cp\u003e(1) \u003cem\u003eSelf-administered cultural efficacy scale\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThis study adapted the cultural efficacy scales developed by Zhou \u0026amp; Bi (2020) and Wang (2020) through an analysis of studies on cultural efficacy. The scale compiled by Zhou \u0026amp; Bi (2020) applies to college students, and that developed by Wang (2020) applies to teenagers. Both scales have good reliability and validity in empirical research. As mentioned earlier, given that there is no measurement instrument for the cultural efficacy of elementary school students, before the study began, a psychology professor, a doctor of political science and two psychology graduate students randomly disrupted the order of the two previously reported questionnaires, judged the questionnaire items, and deleted those unsuitable for the elementary school student population or changed them to statements that could be understood by elementary school students. Items such as \u0026ldquo;I prefer traditional Chinese instruments to those of other countries\u0026rdquo; and \u0026ldquo;Compared to other cultures, Chinese culture is ahead or superior in many areas\u0026rdquo; were deleted since they are biased toward cultural narcissism. Finally, a self-administered cultural efficacy scale was compiled, comprising 15 items (e.g., \u0026ldquo;Chinese culture has many excellent qualities\u0026rdquo;)on a 4-point scale(1\u0026thinsp;=\u0026thinsp;Very inconsistent;4\u0026thinsp;=\u0026thinsp;Very consistent).\u003c/p\u003e \u003cp\u003e(2) \u003cem\u003eThe Chinese national cultural identity scale\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThis scale comprises 3 items(e.g., \u0026ldquo;I respect the beliefs of equality, harmony, unity and progress of the Chinese nation\u0026rdquo;) scored on a 4-point scale(1\u0026thinsp;=\u0026thinsp;Very inconsistent;4\u0026thinsp;=\u0026thinsp;Very consistent) [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. This scale was used as a validation tool and had an internal consistency coefficient of 0.945.\u003c/p\u003e \u003cp\u003e(3) \u003cem\u003eThe\u003c/em\u003e C\u003cem\u003ehinese ethnic identity questionnaire\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThis scale comprises 21 items(e.g., \u0026ldquo;If I meet Chinese people abroad, I will feel camaraderie\u0026rdquo;) scored on a 4-point(1\u0026thinsp;=\u0026thinsp;Very inconsistent;4\u0026thinsp;=\u0026thinsp;Very consistent) scale with an internal consistency coefficient of 0.706 [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Data collection and data analysis\u003c/h2\u003e \u003cp\u003eThe scales comprised a self-administered cultural efficacy scale, a Chinese national cultural identity scale, and a Chinese national identity questionnaire administered to elementary school students in the 4th (9 classes), 5th (8 classes), and 6th (7 classes) grades in two schools in one province. After the guardians of the subjects signed the informed consent form through the internet, we collected the questionnaire by means of on-site measurement and used SPSS 22.0 to enter data. Missing values are interpolated using the sequence average.The data were randomly divided into two groups, with Group 1(\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;457) used for item and exploratory factor analyses by SPSS 22.0 and Group 2 ( \u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;454) used for confirmatory factor analysis by MPLUS 8.3. Following the factor analysis, a criteria validity analysis and Cronbach\u0026rsquo;s alpha test were conducted to compute reliability.\u003c/p\u003e \u003c/div\u003e"},{"header":"4 Results","content":"\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Item Analysis\u003c/h2\u003e \u003cp\u003ePearson correlation analysis was conducted between the scores of each item on the cultural efficacy scale for elementary school students and the total score of the questionnaire, and the total correlation coefficient of the items ranged from 0.307 to 0.685 (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Independent sample t tests for high and low groupings were conducted on the Group 1 data, with the first 27% of the questionnaire considered high grouping and the last 27% low grouping. All items demonstrated significantly different scores between the high and low groupings (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe t test of the extreme group method and the total correlation of the items in the cultural efficacy scale for elementary school students\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTotal related topics\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eTotal related topics\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7.52***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.633\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6.559***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.639\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8.34***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.601\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13.668***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.307\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12.979***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.603\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10.146***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.658\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7.253***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.683\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e7.130***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.658\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e7.134***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.685\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10.584***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.571\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6.559***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.656\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6.108***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.566\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10.560***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.600\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6.457***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.552\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8.967***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.677\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003eTips: *\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05,**\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01;***\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Exploratory Factor Analysis\u003c/h2\u003e \u003cp\u003eAn exploratory factor analysis was first performed to test whether the data could be factor analyzed. The KMO value was 0.925, and the χ2 value of Bartlett's sphericity test was 3108.332 (\u003cem\u003edf\u003c/em\u003e\u0026thinsp;=\u0026thinsp;105, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001); thus, performing factor analysis was considered appropriate. The factor analysis of these 15 items was conducted using a principal component analysis and the great orthogonal rotation of variance method. Two dimensions were extracted in the exploratory factor analysis; however, the second dimension contained only one item. and according to the criterion of having at least three items in each dimension. Item 10 was deleted due to the criterion of having at least three items per dimension [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e]. Items with a factor load above 0.3 were retained [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e]. Finally, a single dimension was extracted, and the cumulative contribution of variance was 48.75%. The factor load for each item is shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFactor Load Values\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFactor Load Values\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eFactor Load Values\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eFactor Load Values\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.675\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.719\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.722\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.630\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.580\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.596\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.604\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.709\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.566\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.742\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.671\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.586\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.723\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.667\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Confirmatory Factor Analysis\u003c/h2\u003e \u003cp\u003eThe confirmatory factor analysis was performed using Group 2 data, and the model was found to fit well, its CFI and TLI close to 0.95, and RMSEA less than 0.06 [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e]. The results shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e and Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFactor Analysis and Fitting Index\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eχ\u003csup\u003e2\u003c/sup\u003e/\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eRMSEA\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eSRMR\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eTLI\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eCFI\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFitting index\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.056\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.044\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.920\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.934\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e4.4 Criterion Validity Analysis\u003c/h2\u003e \u003cp\u003eDuring the data collection process, two scales, including the Chinese national cultural identity scale [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e] and the Chinese National Identity Scale [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e], were included to test the scale's validity. The results showed that this questionnaire has good predictive validity, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eValidity analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eCultural efficacy scale for elementary school students\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eChinese national cultural identity scale\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.508**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eChinese ethnic identity questionnaire\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003e0.425**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eTips: *\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05,**\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01;***\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e4.5 Reliability Analysis\u003c/h2\u003e \u003cp\u003eThe internal consistency coefficient of this questionnaire was tested and revealed a Cronbach\u0026rsquo;s alpha of 0.83, indicating ideal reliability.\u003c/p\u003e \u003c/div\u003e"},{"header":"5 Discussion","content":"\u003cp\u003eIn this study, previously developed scales were reformulated by drawing on previous research to form a questionnaire appropriate for measuring cultural efficacy among elementary school students. The exploratory and confirmatory factor analyses indicated that this questionnaire was usable.\u003c/p\u003e \u003cp\u003eA high degree of cultural efficacy represents the spiritual ability of a nation to create new cultural aspects and is necessary for a nation to move toward and remain at the forefront of the times [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e]. Cultural efficacy comprises people's beliefs about their own cultural ideals, values, vitality and prospects [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e] and is a positive attitude and emotional tendency[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Moreover, cultural efficacy is an important aspect of national soft power. The prerequisite for enhancing Chinese cultural soft power and building a strong cultural nation is to enhance cultural subjects' cultural self-knowledge, self-practice and confidence and to conduct creative transformation and innovative development on the basis of inheriting excellent Chinese culture [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Therefore, cultural efficacy maintains the affirmation of and preference for one's own culture and creatively transforms and innovatively develops the existing cultural norms per the development of the times. Therefore, when the cultural efficacy scale was revised, only the items related to the positive affective experience of Chinese culture were retained, and the explanatory rate of these questions reached 48.75% in the subsequent exploratory factor analysis, demonstrating the questionnaire\u0026rsquo;s validity. This scale is different from that developed in previous studies. Zhou \u0026amp; Bi (2020) developed a cultural efficacy questionnaire for college students, including two dimensions: cultural praise and cultural pride [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. The questionnaire covering cultural efficacy developed by Wang (2020) includes three dimensions: cultural preference, cultural identity and cultural practice [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. In this study, the questionnaire has a one-dimensional structure. The possible reasons are as follows: the sample group selected in this study differs from that used in previous studies, which mainly focus on college students and teenagers. Compared with elementary school students, college students and teenagers have higher cognitive levels, richer emotional experiences and more complex and diversified living environments. Primary school students' cognitive structure is relatively simple, and their thinking is immature, leading to the one-dimensional structure of the elementary school students' cultural efficacy scale developed here; additionally, the incorporated items align with the cognitive development level of elementary school students.\u003c/p\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Implications\u003c/h2\u003e \u003cp\u003eAt present, the world's culture is diversified, and the cultural styles and values of other countries and ethnic groups are flooding into China through the wave of globalization. Young people in China face complex and changing cultural environments and choices. In such a realistic context, integrating teaching content related to cultural efficacy in elementary school education can construct a sense of cultural efficacy among elementary school students and enhance their awareness, recognition, and innovative transmission of excellent Chinese culture. Establishing a high level of cultural efficacy and advocating the harmonious coexistence of cultures can contribute to the development and prosperity of peoples, to the development of cultural pluralism and diversity in the world and to the development of the common values of all humankind [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFrom a theoretical perspective, this study examines the current situation of elementary school students' cognition and identification with excellent Chinese culture from a psychological perspective by combining literature research and questionnaires, which provides a new perspective for current research on cultural efficacy [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e]. The study of elementary school students' cultural efficacy theory is indispensable. In the current literature, the theoretical study of elementary school students' cultural efficacy is still in its early stages. The cultural efficacy scale for elementary school students developed in this study can provide reliable and effective information for the state, society and related studies to understand the status of elementary school students' cultural efficacy [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. The development of cultural efficacy among elementary school students is a critical aspect of elementary school basic education. This study promotes awareness of excellent Chinese culture among elementary school students and provides new research perspectives and options for related studies.\u003c/p\u003e \u003cp\u003eFrom a practical perspective, this paper takes cultural efficacy as the research direction, elementary school students as samples, and excellent Chinese culture as the evaluation content. The questionnaire survey and data analysis can provide scientific support for cultivating cultural efficacy among elementary school students. Second, this study could trigger deep thinking in the education sector, promoting the further exploration of the mechanisms of cultural efficacy generation and behavioral results and providing an effective reference for the education department to formulate policies in cultural efficacy cultivation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Limitations and Future Prospects\u003c/h2\u003e \u003cp\u003eHowever, there are several limitations which should be noted.First, the cultural efficacy scale developed here is targeted toward Chinese cultural subjects and is not applicable to other cultural subjects; thus, the questionnaire is not cross-culturally consistent, and the research group is limited. Second, the data collection process was conducted during the students\u0026rsquo; lunch break due to uncontrollable reasons; thus, some students complained during the process of answering questions, which affected the accuracy of the questionnaire results to a certain extent. Finally, we chose upper elementary students as the sample, and there is a huge risk in extending the use of this scale to the entire elementary school level, which needs to be addressed on a case-by-case basis. Future research could build on this study to develop a more generalizable scale instrument. It is interesting to compare the cultural efficacy levels of Eastern and Western groups. Furthermore,more creative ways to explore the level of cultural efficacy of younger children, such as interviews, could also be explored.\u003c/p\u003e \u003c/div\u003e"},{"header":"6 Conclusion","content":"\u003cp\u003eIn summary, this study demonstrated sufficient psychometric evidence to show the validity of the cultural efficacy scale for elementary school students. The items were developed with adequate theoretical support and were easy to understand, unambiguous, and consistent with the cognitive development level of elementary school students. The reliability and validity of the questionnaire met psychometric requirements; thus, this questionnaire represents a valid measurement tool that could be used in subsequent studies.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contribution:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Xiqing Yuan, Xiao Wang, Qiulian Xing and Yu Ming. The first draft of the manuscript was written by Xinyu Cheng and Shuzhen Wang, Mei Tian contributed to drafting the literature review, discussion. Peng Wang and Shuhui Yang as well as all authors commented on previous editions of the manuscript and the overall editing of the manuscript,Yanjun Kang participated in the revision of the manuscript.All authors contributed to the article and approved the submitted version and all authors read and approved the final manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003cstrong\u003e：\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis work was supported by the Found of Teaching Reform Research Project of Shandong Normal University,China(NO.2021BJ094); Undergraduate Research Fund Project of Shandong Normal University,China(NO.BKJJ2023081).\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest Statement:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors have no relevant financial or non-financial interests to disclose.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and analysed during the current study are available from the corresponding author on reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003ch4\u003e\u003cstrong\u003eEthics approval and consent to participate:\u003c/strong\u003e\u003c/h4\u003e\n\u003cp\u003eThe research was approved by the Ethics Committee of Shandong Normal University. Legal guardians signed an informed consent form agreeing to the respective student\u0026rsquo;s participation in the study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003cstrong\u003e：\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003cstrong\u003e：\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eManuscript does not contain data from any individual person, so it is not applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eChen J. China Road and Cultural ConfidenceCultural efficacy. Beijing: Learning; 2019.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLiu J. 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Changbai J. 2023;05:149\u0026ndash;56. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.19649/j.cnki.cn22-1009/d.2023.05.016\u003c/span\u003e\u003cspan address=\"10.19649/j.cnki.cn22-1009/d.2023.05.016\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"elementary school students, cultural efficacy scale, scale development, psychometric properties, validation","lastPublishedDoi":"10.21203/rs.3.rs-3927198/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3927198/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eCulture plays an important role in human social life,and cultural factors are also an important basis for the modernization of national governance.A strong culture makes a strong nation. This study aimed to develop a cultural efficacy scale for elementary school students in China and test its psychometric properties. The scale was conducted among 911 elementary school students (\u003cem\u003eM\u003c/em\u003e\u003csub\u003eage\u003c/sub\u003e = 10.64, \u003cem\u003eSD\u003c/em\u003e\u003csub\u003eage\u003c/sub\u003e = 1.82, \u003cem\u003eN\u003c/em\u003e\u003csub\u003eboy\u003c/sub\u003e = 488). The data were then randomly divided into two groups. Group 1 (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;457) were used for item and exploratory factor analyses, and Group 2 (\u003cem\u003en\u003c/em\u003e\u0026thinsp;=\u0026thinsp;454) were used for confirmatory factor analysis and for providing criteria evidence. Fourteen items were retained in the scale, and the cumulative method interpretation rate was 48.75%. Statistically significant differences existed between the high and low groups in the independent samples \u003cem\u003et\u003c/em\u003e test. The structural model was well fitted (\u003cem\u003eRMSEA\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.056, \u003cem\u003eSRMR\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.044, \u003cem\u003eTLI\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.920, \u003cem\u003eCFI\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.934), and the range of factor load was 0.308\u0026ndash;0.676. The Cronbach\u0026rsquo;s alpha was 0.83, and criteria evidence was moderately significant. The outcomes show that the developed scale has good reliability and validity and can be used to assess the cultural efficacy level of elementary school students.\u003c/p\u003e","manuscriptTitle":"The cultural efficacy of elementary school students：scale development and validation","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-02-14 10:15:38","doi":"10.21203/rs.3.rs-3927198/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d4b84301-397b-43ec-9e0d-9eef55935814","owner":[],"postedDate":"February 14th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-04-15T07:09:31+00:00","versionOfRecord":[],"versionCreatedAt":"2024-02-14 10:15:38","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3927198","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3927198","identity":"rs-3927198","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}