Establishing a Scale that Measures Responsibility for Learning
The International Journal of Educational and Psychological Assessment, Vol. 8, No. 2, September 2011
12 Pages Posted: 30 Jun 2013
Date Written: September 1, 2011
The present study advances the domain on responsibility for learning by establishing a measurement tool. Items were generated contextualized for college students. The tool constructed is composed of 10 items for deportment, 10 items for learning process, and 10 items for motivation anchored on Zimmerman and Kitsantas’ (2005, 2007, 2008) conceptualization of responsibility for learning. A total of 2054 college students responded on a seven-point numeric scale. Higher scores attribute responsibility for the self while lower scores attribute responsibility towards the teacher. There were five factors tested using a Confirmatory Factor Analysis (CFA) and the three-factor structure attained the best fit as opposed to a one-factor and a series of two-factor structures. Convergent validity was also established among the subscales (in the CFA and bivariate correlations). High internal consistencies were attained for the items using both CTT and IRT approaches. Graded Response Model was used and it was evidenced that the three subscales covers 90% of the continuum in the distribution pertaining to measurement precision. Appropriate threshold categories of the seven-point numeric scale were also found.
Keywords: Responsibility for learning, deportment, learning process, motivation, scale
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