在学生药剂师中,简化学习激励策略问卷的可靠性和有效性
Prince B Antwi1, Terri Warholak2, Lisa Davis1
1University of Arizona R. Ken Coit College of Pharmacy, Tucson, Arizona.
American journal of pharmaceutical education
|February 27, 2026
概括
这项研究评估了修改后的药学学生学习激励策略问卷 (MSLQ) 的心理测量特性. 结果表明,要调整利克尔特等级和项目难度,以更好地匹配学生的能力,以改善学习策略评估.
科学领域:
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 激励学习策略问卷 (MSLQ) 是评估学生学习策略的广泛使用的工具.
- 评估修改版的心理测量特性对于在特定群体中准确测量至关重要.
研究的目的:
- 在学生药剂师中检查修改后的MSLQ的心理测量特性.
- 用拉什评级规模模型来评估有效性,规模性能和可靠性.
主要方法:
- 一个修改后的51项MSLQ与7点的利克特度量表被管理到66名学生药剂师.
- 数据使用Rash评级尺度模型在Winsteps软件中进行分析.
- 评估了包括单维性,可靠性和项目-人合适性在内的心理测量属性.
主要成果:
- 所有九个领域都表现出单维性,但7点的利克特等级要求对大多数领域进行调整.
- 可靠性系数是可以接受的,但人-项目地图显示出项目难度和学生能力的不匹配.
- 对于学习和绩效的自我效能是尺度运行最佳的例外.
结论:
- 对于特定领域,如外部目标导向和认知策略,建议使用4点的利克特级别.
- 需要对项目进行修订,包括删除同样困难的项目,并添加更具挑战性的项目.
- 优化项目难度至关重要,以与学生药剂师的能力水平保持一致,以提高评估准确度.
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