The Measurement of Motivation and Self-Concept within the Students' Approaches to Learning Framework

Autor/inn/en	Ropovik, Ivan; Greger, David
Titel	The Measurement of Motivation and Self-Concept within the Students' Approaches to Learning Framework
Quelle	In: Psychology in the Schools, 60 (2023) 9, S.3351-3371 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ropovik, Ivan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22929
Schlagwörter	Measurement; Learning Motivation; Intervention; Self Concept; Psychometrics; Cognitive Style; Self Concept Measures; Construct Validity; Scores; Prediction; Correlation; Student Diversity; Secondary School Students; Standardized Tests; Achievement Tests; Grades (Scholastic); Foreign Countries; Inferences; Gender Differences; Track System (Education); Academic Education; Comparative Analysis; Measures (Individuals); Czech Republic + Suchen Sie Ihr Suchwort? Messverfahren; Motivation for studies; Lernmotivation; Selbstkonzept; Psychometry; Psychometrie; Cognitive styles; Kognitiver Stil; Vorhersage; Korrelation; Sekundarschüler; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Notenspiegel; Ausland; Inference; Inferenz; Geschlechterkonflikt; Leistungsgruppe; Leistungsdifferenzierung; Akademische Bildung; Messdaten; Tschechische Republik
Abstract	Motivation and self-concept count among the educationally most relevant factors and the evaluation of many educational interventions requires their valid measurement. The present study examined the psychometric properties of a shortened version of the Students' Approaches to Learning questionnaire measuring 10 distinct motivational and self-concept constructs. This large-scale study drew a nationally representative sample (N = 6209; 49% female) from a population of 11-12-year-old Czech students. The assessment of construct validity indicated (1) the structural relations between the constructs; (2) the predictive relations to scores in standardized achievement tests or teacher-assigned grades; and (3) the distinct differences in constructs' latent means between genders and students of the academic and mainstream track were mostly consistent with theory-derived predictions. The nomological network of the measure maps relatively well onto the observed relations. Although not intended for individual assessment, the measure allows for psychometrically sound group inferences in relatively diverse student populations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01