A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation toward Mathematics in Elementary School

Autor/inn/en	Leonid, Parmaksiz; Kanonire, Tatjana
Titel	A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation toward Mathematics in Elementary School
Quelle	In: Assessment for Effective Intervention, 48 (2022) 1, S.34-42 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leonid, Parmaksiz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084221091172
Schlagwörter	Foreign Countries; Elementary School Students; Learning Motivation; Mathematics Education; Mathematics Instruction; Self Determination; Measures (Individuals); Russia + Suchen Sie Ihr Suchwort? Ausland; Motivation for studies; Lernmotivation; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Selbstbestimmung; Messdaten; Russland
Abstract	The Rasch/Guttman scenario (RGS) measurement approach is a promising test development methodology. The purpose of this study is to compare the RGS measure of primary school students' motivation against more traditional self-report scales. The Scenario Scale of Extrinsic Motivation toward Math (SSEM-M) and its traditional counterpart were developed. The sample consisted of 1,299 primary school students. Both measures demonstrated solid psychometric properties and sound evidence of validity. The comparative part of the research revealed notable differences in scores and factor structure. Scenario item composition appears to provide a slightly better motivation measurement than traditional composition. Further research considering response style and social desirability effects may be of interest. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01