对学习激励策略的验证问卷和教学材料激励调查
1Mayo Clinic College of Medicine and Science, and General Internal Medicine, Mayo Clinic, Rochester, MN, USA.
Medical teacher
|May 28, 2024
概括
经过修订的学习动机调查,MSLQ-SFR和RIMMS,表明教育研究的有效性和可靠性有所提高. 这些较短,经过验证的仪器比原始天平提供了更好的内部结构和变量关系.
科学领域:
- 教育心理学教育心理学
- 健康 专业 教育 卫生 专业 教育
- 测量和评估 测量和评估
背景情况:
- 学习者的动机对于教育的有效性至关重要.
- 现有的工具,如学习激励策略问卷 (MSLQ) 和教学材料激励调查 (IMMS) 需要验证.
- 准确测量动机对于优化学习体验至关重要.
研究的目的:
- 验证"学习激励策略问卷" (MSLQ) 和"教学材料激励调查" (IMMS).
- 评估教育活动的动机性质和学习者的动机.
- 改进现有仪器以提高心理测量性能.
主要方法:
- 333名医疗保健专业人员完成了MSLQ,IMMS,一致性-个性化问卷 (CPQ) 和知识测试.
- 确认因素分析 (CFA) 和探索因素分析 (EFA) 用于分割样本验证.
- 修订的仪器,MSLQ-简称修订 (MSLQ-SFR) 和修订的IMMS (RIMMS) 已开发和测试.
主要成果:
- 原来的MSLQ和IMMS显示出低于最佳的匹配,特别是在负面措辞的项目中.
- 修订后的MSLQ-SFR (3个领域,11个项目) 和RIMMS (4个领域,12个项目) 显示出很好的模型适合CFA.
- MSLQ-SFR,RIMMS和CPQ之间的相关性与预测保持一致,而与知识的相关性很小.
结论:
- 原来的MSLQ和IMMS表现出不良的模型匹配,受到负面措辞项目的影响.
- 修订后的,更短的MSLQ-SFR和RIMMS提供了令人满意的内部结构和有效性.
- 这些精细的工具提供了更可靠的手段来评估在教育环境中学习者的动机.
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