Assessing Students' Beliefs, Emotions and Causal Attribution: Validation of 'Learning Conception Questionnaire'

Autor/inn/en	Vezzani, Claudio; Vettori, Giulia; Pinto, Giuliana
Titel	Assessing Students' Beliefs, Emotions and Causal Attribution: Validation of 'Learning Conception Questionnaire'
Quelle	In: South African Journal of Education, 38 (2018) 2, Artikel 1453 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vezzani, Claudio) ORCID (Vettori, Giulia) ORCID (Pinto, Giuliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Questionnaires; Middle School Students; Student Attitudes; Measurement Techniques; Holistic Approach; Factor Structure; Factor Analysis; Urban Schools; Foreign Countries; Likert Scales; Statistical Analysis; Italy + Suchen Sie Ihr Suchwort? Fragebogen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Messtechnik; Holistischer Ansatz; Faktorenstruktur; Faktorenanalyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Likert-Skala; Statistische Analyse; Italien
Abstract	Students' conceptions of learning represent an influential factor for learning, yet the few existing studies used measures with limited validity and lacked to provide a model for middle school students. This research aimed to provide a preliminary validation of 'Learning Conception Questionnaire' (LCQ) by Liverta Sempio and Marchetti (2001) aimed to measure conceptions of learning in a holistic way by including belief, academic emotion, and causal attributions. In the current study, the factor structure was tested in a sample of 212 middle school students. Exploratory factor analysis (EFAs) and Confirmatory factor analysis (CFAs) showed that the factor structure of the comprehensive measure of conceptions of learning used could be described across three domains (Belief: Comparative Fit Index [CFI] = 0.98, Standardised Root Mean Square Residual [SRMR] = 0.06; Emotions: CFI = 0.89, SRMR = 0.07; Causal attribution: CFI = 0.92, SRMR = 0.06), with significant relationships. Implications and future ways of research were discussed. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01