Standardization and determination the psychometric properties and examination of the  factor analysis of the Awareness of Independing Learning Inventory among university students in Tehran.

Mohamadpoor Fadihe, Sara; Flasafi Nejad, Mohammad Reza; Delavar, Ali

doi:10.22054/jep.2024.37854.2506

Document Type : Research Paper

Authors

¹ M.A. in Evaluation and Measuring (Psychometric), Allameh Tabataba'i University, Tehran, Iran

² associate professor, Faculty of Psychology and Educational Sciences, evaluation and measuring (psychometric) Allameh Tabataba'i University

³ full professor Faculty of Psychology and Educational Sciences evaluating and measuring (psychometric) Allameh Tabataba'i University

https://doi.org/10.22054/jep.2024.37854.2506

Abstract

The purpose of the current study has been adapting the AILI questionnaire and determining its psychometric properties and factor structure among the students of Tehran universities; which is an applied research considering the research goal; and a survey research considering the data collection plan. The sample included 427 students who were selected by random from the total population of students of universities of Tehran city in academic year 2016-2017. Having data collected, Question parameters were estimated using the classic theory; and after deletion of unsuitable questions, the Cronbach’s was 0.9. The Divergent and Convergent Validity of the questionnaire were examined using MSLQ questionnaire. In order to fit the questionnaire data to primary model, Confirmatory Factor Analysis was applied using LISREL software; and in order to determine the questionnaire structure in students of Tehran universities, Exploratory Factor Analysis by Main Component Method and rotating ablymn was applied. The parameters of the questions were estimated using GRM Polytomous model and R software. The results showed that the deleted questions in classic analysis had low detection coefficient in here; and their Awareness Functions did not provide any awareness at the level of the measured attribute. Finally, fit the data to one, two and three-parameter and GRM model. In conclusion, the best model to fit the data was GRM model. Considering the data analysis, the new questionnaire _adapted to students of Tehran universities _ was extracted.

Keywords

Main Subjects

یادگیری

References

احمدی ده قطب‌الدینی، محمد، شرفی، محمد، غلامرضایی نژاد اناری، الهام و محمودی، مریم. (1402). آزمون برازندگی مدلی در رابطه بین خودکارآمدی تحصیلی، اهداف پیشرفت 2× 3 و انگیزش درونی-بیرونی دانش‏آموزان. فصلنامه روان‌شناسی تربیتی، 19(68)، 152-180.‎ https://doi.org/10.22054/jep.2023.69945.3703

جاه‏طلب ضیابری، احدی، حسن، و مشکبید حقیقی، محسن. (1394). اثربخشی آموزش راهبردهای فراشناختی و خلاقیت بر خود پندارۀ تحصیلی. فصلنامه روان‌شناسی تربیتی، 11(36)، 213-221.‎

دلاور، علی. (1389). روش تحقیق در روان‌شناسی و علوم رفتاری و علوم تربیتی. تهران: ویرایش.

کلاین، پل. (1392). راهنمای آسان تحلیل عاملی، ترجمه سید جلال صدرالسادات و اصغر مینایی. تهران: سمت.

همبلتون، رونالد. سوامیناتان، اچ. جین راجرز، اچ. (1389). مبانی نظریه پرسش پاسخ. ترجمه محمدرضا فلسفی نژاد، چاپ اول. تهران: دانشگاه علامه طباطبائی.

Ahmadi Deh Ghotbaddini, M., Sharafi, M., & Gholomrezai Nezhad Anari, E. Mahmoudi, M. (2023). Model Fit Test in The Relationship Between Academic self-efficacy, 3× 2 Achievement Goals and Intrinsic-Extrinsic Motivation of Secondary High School Students. Educational Psychology, 19(68), 152-180. https://doi.org/10.22054/jep.2023.69945.3703 [In Persian]

Babbs, P. J., & Moe, A. J. (1983). Metacognition: A key for independent learning from text. The Reading Teacher, 36(4), 422-426.

Baker, F. B. (2001). The basics of item response theory. For full text: http://ericae. net/irt/baker

Black, P., McCormick, R., James, M., & Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research papers in education, 21(02), 119-132. https://doi.org/10.1080/02671520600615612

Bullock, K., & Muschamp, Y. (2006). Learning about learning in the primary school. Cambridge Journal of Education, 36(1), 49-62. https://doi.org/10.1080/03057640500491112

Chan, V. (2003). Autonomous language learning: The teachers' perspectives. Teaching in higher education, 8(1), 33-54. https://doi.org/10.1080/1356251032000052311

Deeson, E. (2006). Creating a learning to learn school–Greany, Toby & Rodd, Jill. https://doi.org/10.1111/j.1467-8535.2006.00629_1.x

Embretson, S. E., & Reise, S. P. (2013). Item response theory. Psychology Press. https://doi.org/10.4324/9781410605269

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906. https://doi.org/10.1037/0003-066X.34.10.906

Jahtalab Ziabari, M., Ahadi, H., A., & Meshkobid Haqiqi, M. (2015). The Educational Effectiveness of the Metacognitive Strategies and Creativity on Academic Self-Concept. Educational Psychology, 11(36), 213-221.

Hambleton, R. K., & Swaminathan, H. (2013). Item response theory: Principles and applications. Springer Science & Business Media.

Meijer, J., Sleegers, P., Elshout-Mohr, M., Daalen-Kapteijns, M. V., Meeus, W., & Tempelaar, D. (2013). The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31-52. https://doi.org/10.1080/00131881.2013.767024

Meyer, W. R. (2010). "Independent learning: a literature review and a new project". In British Educational Research Association Annual Conference (pp. 1-7).

Meyer, B., Haywood, N., Sachdev, D., & Faraday, S. (2008). "Independent learning: Literature review". Learning and Skills Network.

Paris, S. G., & Winograd, P. (2013). How metacognition can promote academic learning and instruction. In Dimensions of thinking and cognitive instruction (pp. 15-51). Routledge.

Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational psychology review, 20, 463-467.

Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3

Schunk, D. H. (1989). Attributions and Perceptions of Efficacy during Self-Regulated Learning by Remedial Readers.

Sökmen, Y., Taş, Y., Yeşilyurt, S., & Nalçacı, A. (2017). Adaptation of awareness of independent learning inventory (AILI) to Turkish: Validity and reliability study. İlköğretim Online, 16(1). https://doi.org/10.17051/io.2017.35679

Van Grinsven, L., & Tillema, H. (2006). Learning opportunities to support student self-regulation: Comparing different instructional formats. Educational Research, 48(1), 77-91.

van Grinsven, L., & Tillema, H. (2006). Learning opportunities to support student self-regulation: Comparing different instructional formats. Educational Research, 48(1), 77-91. https://doi.org/10.1080/00131880500498495

Wallace, R. M. (2003). Online learning in higher education: A review of research on interactions among teachers and students. Education, Communication & Information, 3(2), 241-280. https://doi.org/10.1080/14636310303143

Williams, J. (2003). Promoting independent learning in the primary classroom. McGraw-Hill Education (UK).

Zeegers*, P. (2004). Student learning in higher education: A path analysis of academic achievement in science. Higher Education Research & Development, 23(1), 35-56. https://doi.org/10.1080/0729436032000168487

Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses. Contemporary, Educational Psychology, 11, 1-25. https://doi.org/10.1016/0361-476X(86)90027-5

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2

Standardization and determination the psychometric properties and examination of the factor analysis of the Awareness of Independing Learning Inventory among university students in Tehran.

References

References

Volume 20, Issue 72July 2024Pages 7-31

Volume 20, Issue 72
July 2024
Pages 7-31