拉什模型
心理学
探索性因素分析
自主学习
数学教育
内部一致性
比例(比率)
项目分析
心理测量学
结构效度
项目反应理论
测试有效性
一致性(知识库)
发展心理学
数学
量子力学
物理
几何学
作者
Koen Lombaerts,Nadine Engels,James A. Athanasou
摘要
The purpose of this study was to develop and gather initial psychometric information on the Self-Regulated Learning Inventory for Teachers (SRLIT). The SRLIT is a self-report scale with 23 items measuring primary school teachers' realisations of self-regulated learning (SRL) practices. Information regarding the instrument's factor structure, validity and internal consistency was gathered using a sample of 399 primary school teachers. Maximum likelihood exploratory factor analysis of the SRLIT yielded a three-factor structure highly consistent with the theoretical assumption of an underlying multidimensional structure in self-regulated learning processes: (a) SRL forethought, (b) SRL performance control, and (c) SRL self-reflection. Internal consistency for the overall SRLIT was high (alpha = 0.91), with the subscales ranging from 0.78 to 0.88. Furthermore, a Rasch measurement model examining teacher responses showed an excellent fit for the 23 items to the unidimensional continuum model. Finally, SRLIT scores correlated strongly with teachers' self-descriptions of SRL occurrence in their classrooms. In conclusion the SRLIT appears to be a useful instrument for examining teacher environments promoting self-regulated learning practices in primary school settings. The implications of the results and potential paths for future research are considered.
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