Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
Measuring Motivation For Coursework Across The Academic Career: A Longitudinal Invariance Study, Makayla Grays
Measuring Motivation For Coursework Across The Academic Career: A Longitudinal Invariance Study, Makayla Grays
Dissertations, 2014-2019
Students must be sufficiently motivated in order to achieve the intended learning outcomes of their college courses. Research in education and psychology has found motivation to be context-dependent. Therefore, students’ motivation is likely to differ from one semester to the next according to which courses students are taking. However, there are also instances in which motivation levels may not change over time. In order to determine whether motivation for coursework changes across the academic career (and, if so, what variables may be related to that change), it is imperative to use a measure of motivation that is theoretically and psychometrically …
Effects Of Negative Keying And Wording In Attitude Measures: A Mixed-Methods Study, Chris M. Coleman
Effects Of Negative Keying And Wording In Attitude Measures: A Mixed-Methods Study, Chris M. Coleman
Dissertations, 2014-2019
Researchers often collect data on attitudes using “balanced” measurement scales—that is, scales with comparable numbers of positive and negative (i.e., reverse-scored) items. Many previous measurement studies have found the inclusion of negative items to be detrimental to scale reliability and validity. However, these studies have rarely distinguished among negatively-worded items, negatively-keyed items, and items with negative wording and keying. The purpose of the current study was to make those distinctions and investigate why the psychometric properties of balanced scales tend to be worse than those of scales with uniformly positive wording/keying. A mixed-methods approach was employed. In Study 1 (quantitative), …
Student Engagement In The Assessment Context: An Examination Of The Cognitive Engagement Scale-Extended Version (Ces-E), Ashley Brianne Charsha
Student Engagement In The Assessment Context: An Examination Of The Cognitive Engagement Scale-Extended Version (Ces-E), Ashley Brianne Charsha
Masters Theses, 2010-2019
Increasing pressure on institutions of higher education to demonstrate what students are learning has resulted in an increase in assessment testing. Because these assessments are often low-stakes for students, educators often question whether inferences based on the resulting student scores are valid. Not unexpectedly, questions often arise regarding the extent to which students are engaged on low-stakes assessments. Additionally, how their level of engagement impacts their performance is also questioned. These questions are empirical in nature. Before such questions can be examined, a psychometrically sound instrument of cognitive engagement appropriate for the assessment context must be identified. This study sought …