A Canadian Investigation of the Psychometric Properties of the Student Motivation and Learning Strategies Inventory

Autor/inn/en	Janzen, Troy; Cormier, Damien C.; Hetherington, Jay; Mrazik, Martin; Mousavi, Amin
Titel	A Canadian Investigation of the Psychometric Properties of the Student Motivation and Learning Strategies Inventory
Quelle	In: Canadian Journal of School Psychology, 30 (2015) 3, S.175-192 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573515593711
Schlagwörter	Student Motivation; Psychometrics; Factor Analysis; Grade 6; Elementary School Students; Test Anxiety; Predictor Variables; Learning Strategies; Foreign Countries; Grades (Scholastic); Attendance; Achievement Tests; Structural Equation Models; Writing Skills; Research Skills; Academic Achievement; Attention Control; Measures (Individuals); Gender Differences; Canada + Suchen Sie Ihr Suchwort? Schulische Motivation; Psychometry; Psychometrie; Faktorenanalyse; School year 06; 6. Schuljahr; Schuljahr 06; Examination phobia; Testangst; Prüfungsangst; Prädiktor; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Notenspiegel; Anwesenheit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Writing skill; Schreibfertigkeit; Forschungsleistung; Schulleistung; Aufmerksamkeitstest; Messdaten; Geschlechterkonflikt; Kanada
Abstract	The psychometric properties of the Student Motivation and Learning Strategies Inventory (SMALSI) were examined using a sample of 404 Grade 6 students from an urban Canadian school system. Students completed the SMALSI and school factors included final school grades, attendance records, and language arts, mathematics, science, and social studies results from Provincial Achievement Tests (PATs). Confirmatory factor analysis of SMALSI demonstrated less than adequate fit for each individual SMALSI factor though with some covariance of similar items, the model fit approached acceptable limits for most factors. Results generally confirmed that the SMALSI subscales were significantly related to all of the achievement variables including PAT results and final school grades. Structural equation modeling demonstrated that writing and research skills, test-taking skills, low motivation, and test anxiety all contributed to the prediction of PAT results. Test anxiety was a significant predictor of achievement across all subject areas. Canadian Grade 6 students demonstrated lower motivation, less test anxiety, and fewer attention problems but were otherwise comparable with the U.S. sample. Results provide convergent evidence supporting the psychometric properties of the SMALSI with a Canadian sample; however, there is some room to improve the overall model fit in subsequent revisions of this measure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01