Measuring Foreign Language Students' Self-Determination: A Rasch Validation Study

Autor/inn/en	Leeming, Paul; Harris, Justin
Titel	Measuring Foreign Language Students' Self-Determination: A Rasch Validation Study
Quelle	In: Language Learning, 72 (2022) 3, S.646-694 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leeming, Paul) ORCID (Harris, Justin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12496
Schlagwörter	Second Language Learning; English (Second Language); Self Determination; Item Response Theory; Foreign Countries; Postsecondary Education; Language Research; Psychological Needs; Student Satisfaction; Measures (Individuals); Regression (Statistics); Learning Motivation; Reading Tests; Listening Comprehension Tests; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstbestimmung; Item-Response-Theorie; Ausland; Post-secondary education; Tertiäre Bildung; Sprachforschung; Messdaten; Regression; Regressionsanalyse; Motivation for studies; Lernmotivation; Lesetest; Hörverstehensübung
Abstract	Self-determination theory has been applied in various educational contexts. Language learning researchers have used factor analysis and structural equation modeling to investigate measures designed for this theory, but Rasch analysis has not been conducted. The Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) and the Language Learning Orientation Scale (LLOS) were adapted for a Japanese tertiary educational context and administered to 600 students. Rasch analysis was applied to investigate the dimensionality of the measures and functioning of individual items. Regression analyses were used to examine the relationship between motivation and performance on an English reading and listening test. Results showed that the constructs were largely unidimensional, supporting use of these measures in future research, although problems with individual items suggest that revisions should be made. Regression analyses revealed that external forms of motivation had limited impact on performance, suggesting that teachers should attempt to enhance students' internalized forms of motivation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01