دورية أكاديمية
Designing Non-Cognitive Construct Measures That Improve Mathematics Achievement in Grade 5-6 Learners. A User-Centered Approach
| العنوان: | Designing Non-Cognitive Construct Measures That Improve Mathematics Achievement in Grade 5-6 Learners. A User-Centered Approach |
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| اللغة: | English |
| المؤلفون: | Chatterji, Madhabi, Lin, Meiko |
| المصدر: | Quality Assurance in Education: An International Perspective. 2018 26(1):70-100. |
| الإتاحة: | Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Elementary School Mathematics, Middle School Students, Grade 5, Grade 6, Mathematics Tests, Educational Change, Self Efficacy, Self Concept, Anxiety, Mathematics Achievement, Test Construction, Psychometrics, Scores, Test Validity, Factor Analysis, Factor Structure, Structural Equation Models |
| DOI: | 10.1108/QAE-11-2017-0081 |
| تدمد: | 0968-4883 |
| مستخلص: | Purpose: The purpose of this study was to design and iteratively improve the quality of survey-based measures of three non-cognitive constructs for Grade 5-6 students, keeping in mind information needs of users in education reform contexts. The constructs are: Mathematics-related Self-Efficacy, Self-Concept, and Anxiety (M-SE, M-SC, and M-ANX). Design/methodology/approach: The authors applied a multi-stage, iterative and user-centered approach to design and validate the measures, using several psychometric techniques and three data samples. They evaluated the utility of student-level scores and aggregated, classroom-level means. Findings: At both student and classroom levels, replicated evidence supported theoretically-grounded validity arguments on information produced by four of five scales tapping M-SC, M-ANX and M-SE. The evidence confirmed a second order, two-factor structure for M-SC, representing positive math affect and perceived competence, and a one factor structure for M-ANX representing negative math affect. Consistent with the literature, these served as precursors to a perceived confidence factor of M-SE which, in turn, positively influenced mathematics achievement scores, off-setting negative effects of M-ANX. Research is continuing on a self-regulatory efficacy factor of M-SE, which yielded mixed results. Practical implications: The survey scales are in line with current reform policies in the United States calling for schools to monitor changes in cognitive and non-cognitive domains of student development. Validated scales could be useful in serving information needs of teachers, decision-makers and researchers in similar school-based contexts. Originality/value: This study demonstrates a comprehensive, user-centered methodology for designing and validating construct measures, departing from purely psychometric traditions of scale development. |
| Abstractor: | As Provided |
| Number of References: | 81 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1169332 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0968-4883 |
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| DOI: | 10.1108/QAE-11-2017-0081 |