Self-Reported Learning Gains: A Theory and Test of College Student Survey Response

Autor/in	Porter, Stephen R.
Titel	Self-Reported Learning Gains: A Theory and Test of College Student Survey Response
Quelle	In: Research in Higher Education, 54 (2013) 2, S.201-226 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-012-9277-0
Schlagwörter	College Students; Student Surveys; Achievement Gains; Theories; Responses; Measurement Techniques; Predictive Validity; Construct Validity + Suchen Sie Ihr Suchwort? Collegestudent; Schülerbefragung; Achievement gain; Leistungssteigerung; Theory; Theorie; Messtechnik
Abstract	Recent studies have asserted that self-reported learning gains (SRLG) are valid measures of learning, because gains in specific content areas vary across academic disciplines as theoretically predicted. In contrast, other studies find no relationship between actual and self-reported gains in learning, calling into question the validity of SRLG. I reconcile these two divergent sets of literature by proposing a theory of college student survey response that relies on the belief-sampling model of attitude formation. This theoretical approach demonstrates how students can easily construct answers to SRLG questions that will result in theoretically consistent differences in gains across academic majors, while at the same time lacking the cognitive ability to accurately report their actual learning gains. Four predictions from the theory are tested, using data from the 2006-2009 Wabash National Study. Contrary to previous research, I find little evidence as to the construct and criterion validity of SRLG questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10