Rasch measurement of self-regulated learning in an information and communication technology (ICT)-rich environment.
This report describes how a linear scale of self-regulated learning in an ICT-rich environment was created by analysing student data using the Rasch measurement model. A person convenience sample of (N = 409) university students in Western Australia was used. The stem-item sample was initially 41, answered in two perspectives ("I aim for this" and "I actually do this"), and reduced to 16 that fitted the measurement model to form a unidimensional scale. Items for motivation (extrinsic rewards, intrinsic rewards, and social rewards), academic goals (fear of performing poorly) (but not standards), self-learning beliefs (ability and interest), task management (strategies and time management) (but not cooperative learning), Volition (action control (but not environmental control), and self-evaluation (cognitive self-evaluation and metacognition) fitted the measurement model. The proportion of observed variance considered true was 0.90. A new instrument is proposed to handle the conceptually valid but non-fitting items. Characteristics of high self-regulated learners are measured.
Njiru
Joseph N
JN
University of Western Australia, Graduate School of Education, Crawley, WA, Australia. joseph@josephnjiru.com
Waugh
Russell F
RF
D022126:Access to Information; D000293:Adolescent; D000328:Adult; D003201:Computers / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D008297:Male; D011380:Programmed Instructions as Topic; D011594:Psychometrics / Q000379:methods; D014904:Western Australia