Using Factor Analysis to Validate a Questionnaire to Explore Self-Regulation in Learner-Generated Digital Media (LGDM) Assignments in Science Education

Autor/inn/en	Reyna, Jorge; Hanham, Jose; Vlachopoulos, Panos; Meier, Peter
Titel	Using Factor Analysis to Validate a Questionnaire to Explore Self-Regulation in Learner-Generated Digital Media (LGDM) Assignments in Science Education
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 5, S.128-152 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Factor Analysis; Test Validity; Questionnaires; Factor Structure; Educational Technology; Technology Uses in Education; Assignments; Video Technology; College Students; Student Attitudes; Science Education; Active Learning; Learning Motivation; Foreign Countries; Goal Orientation; Planning; Time Management; Learning Strategies; Help Seeking; Internet; Australia + Suchen Sie Ihr Suchwort? Faktorenanalyse; Testvalidität; Fragebogen; Faktorenstruktur; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Assignment; Auftrag; Zuweisung; Collegestudent; Schülerverhalten; Naturwissenschaftliche Bildung; Aktives Lernen; Motivation for studies; Lernmotivation; Ausland; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Zeitmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Australien
Abstract	This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure -- six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners' experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01