Measuring Foreign Language Students’ Self‐Determination: A Rasch Validation Study
Measuring Foreign Language Students’ Self‐Determination: A Rasch Validation Study
复制标题
衡量外语学生的自我决定：Rasch 验证研究
DOI：
10.1111/lang.12496
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发表时间：
2022
影响因子：
4.4
通讯作者：
Harris Justin
中科院分区：
文献类型：
--
作者：
Leeming Paul;Harris Justin
自我决定理论已被应用于各种教育情境中。语言学习研究人员已经使用因子分析和结构方程模型来研究为这一理论设计的措施，但Rasch分析尚未进行。本研究采用日本高等教育背景下的基本心理需求、满足与挫折量表（BPNSFS）和语言学习取向量表（LLOS）对600名学生进行了问卷调查。Rasch分析应用于调查维度的措施和功能的个别项目。本研究采用回归分析来检验动机与英语阅读和听力测试成绩之间的关系。结果显示，这些结构在很大程度上是单向度的，支持在未来的研究中使用这些措施，尽管个别项目的问题表明应该进行修订。回归分析显示，外部形式的动机对成绩的影响有限，这表明教师应该尝试增强学生的内化形式的动机。
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.