Validating the resource-management inventory (ReMI). Testing measurement invariance and predicting academic achievement in a sample of first-year university students.

Autor/inn/en	Waldeyer, Julia; Fleischer, Jens; Wirth, Joachim; Leutner, Detlev
Titel	Validating the resource-management inventory (ReMI). Testing measurement invariance and predicting academic achievement in a sample of first-year university students.
Quelle	In: European journal of psychological assessment, 36 (2020) 5, S. 777-786 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1015-5759; 2151-2426
DOI	10.1027/1015-5759/a000557
Schlagwörter	Forschungsergebnis; Lernerfolg; Ressourcenorientiertes Lernen; Messverfahren; Hochschulbildung; Erfolgsfaktor; Erfolgsstrategie; Prognostik; Ressourcenmanagement; Vorhersage; Wirksamkeit; Student; Studienanfänger; Deutschland
Abstract	There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, [the authors] extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). [The authors] evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students (N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students' grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, [the authors] provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2022/3