中国中学生英语学习动机策略问卷动机量表的心理测量学性质研究

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-08-02 DOI:10.1177/07342829231193064
Zhengdong Gan, Zheng Yuan, Randall Schumacker
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引用次数: 0

摘要

本研究以英语学习情境下的656名中国中学生为样本,考察了《学习动机策略问卷》动机量表的心理测量特征。探索性因素分析和验证性因素分析结果表明,与Pintrich及其同事最初报道的六因素激励模型相比,五因素激励结构更适合数据。内在价值、外在目标导向、学习信念控制、学习与绩效自我效能感、考试焦虑五个动机分量表的信度系数均在“适”至“好”的范围内。除考试焦虑外,所有动机量表均与元认知调节和/或学生自评英语熟练程度呈正相关。二阶CFA进一步提供了经验证据来考虑一个共同的和广泛的动机因素,可以从五个子量表中推断出来。
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Examining the Psychometric Properties of the Motivational Scale of Motivated Strategies for Learning Questionnaire for English Learning Among Chinese Secondary Students
This study examined the psychometric properties of the Motivational scale of the Motivated Strategies for Learning Questionnaire in a sample of 656 Chinese secondary students in an English learning context. Exploratory factor analysis and confirmatory factor analysis results suggested that a five-factor motivational structure fit the data better as opposed to the original six-factor motivational model reported by Pintrich and his colleagues. Reliability coefficients of these five motivational subscales (i.e., intrinsic value, extrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance , and test anxiety) were in the adequate to good range. All motivational subscales except test anxiety were positively correlated with metacognitive regulation and/or students’ self-rated English proficiency. The second-order CFA further provided empirical evidence to consider a common and broad motivational factor that can be inferred from the five subscales.
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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