Using item response theory to re-examine the Metacognitive sub-scale of the Motivated Strategies for Learning Questionnaire (MSLQ)
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Gress, C., Adesope, O. & Nesbit, J. (2008). Using item response theory to re-examine the Metacognitive sub-scale of the Motivated Strategies for Learning Questionnaire (MSLQ). In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2185-2191). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29973.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
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Table of Contents
This paper focuses on understanding how item analysis methods inform the design, validation, and adaptation of measures assessing metacognition, and integral component of successful self-regulation, by re-examining via IRT methods a common self-report measure of metacognition, the metacognitive subscale of the MSLQ (Pintrich & De Groot, 1990; Pintrich, Smith, Garcia, & McKeachie, 1993). In particular, this paper addresses the following methodological issues: (a) is the number of items included in this scales adequate to sample the applicable domains? and (b) does this scale contain items that are capable of discriminating evenly among various levels of metacognitive abilities?
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