Toward a Treatment Effect of an Intervention to Foster Self-Regulated Learning SRL: An Application of the Rasch ModelReport as inadecuate




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Online Submission, M.A. Thesis, University at Buffalo, State University of New York

This study investigated whether an intervention measurably contributed to the self-regulatory processes underlying undergraduate students' learning. The Rasch model was first applied to Dynamic and Active Learning Inventory Revised (DALI-R; Iran-Nejad & Chissom, 1992) data to examine the validity of inferences made from this instrument and to estimate interval person measures for the answering of substantive research questions. Psychometric analyses provided mixed evidence for the validity of DALI-R inferences. Practically meaningful growth in both active and dynamic self-regulation was observed throughout the course of the intervention. However, attempts to explain growth by motivational factors and indicators of intervention exposure were largely unsuccessful. Furthermore, differential effects by race/ethnicity and gender were not observed. Limitations and recommendations for future research are discussed. Two appendices are included: (1) Dynamic and Active Learning Inventory Revised (DALI-R; Iran-Nejad & Chissom, 1992) active self-regulated items submitted to Rasch analysis; and (2) Dynamic and Active Learning Inventory Revised (DALI-R; Iran-Nejad & Chissom, 1992) dynamic self-regulated items submitted to Rasch analysis. (Contains 12 tables and 12 figures.)

Descriptors: Undergraduate Students, Intervention, Validity, Active Learning, Foreign Countries, Psychometrics, Inferences, Item Response Theory, Statistical Analysis, Student Motivation, Self Actualization, Learning Processes, Teaching Methods





Author: Reeves, Todd Douglas

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4672&id=ED506648



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