Smith E V, Dupeyrat C
College of Education, Department of Educational Psychology, University of Illinois at Chicago, 60607, USA.
J Appl Meas. 2001;2(4):312-36.
Findings in the goal orientation literature are convoluted due to sample and scale dependent interpretations and potentially the use of inappropriate measurement models for ordinal data. The purpose of this investigation was to explore the possibility of developing a common metric in order to enhance communication among goal orientation researchers using different scales. A simultaneous calibration of four commonly used goal orientation scales was undertaken to investigate if item responses meet the unidimensionality requirement of Rasch models and hence provided a common metric. Participants were 305 third year psychology students at a large University in France. Results indicated that 30 of 36 learning goal and 28 of 33 performance goals items from the four scales defined unidimensional constructs. Correlations between person measures from the four scales and the simultaneous calibration for both learning goal and performance goals support the interpretation of unidimensional variables. Raw score to interval measure conversion tables provide goal orientation researchers using different scales a common metric for interpretation and statistical analyses. Limitations and extensions of this research are discussed.
由于样本和量表依赖的解释，以及可能对有序数据使用了不恰当的测量模型，目标导向文献中的研究结果错综复杂。本调查的目的是探索开发一种通用度量标准的可能性，以加强使用不同量表的目标导向研究人员之间的交流。对四个常用的目标导向量表进行了同时校准，以调查项目反应是否符合拉施模型的单维性要求，从而提供一个通用度量标准。参与者是法国一所大型大学的305名心理学专业三年级学生。结果表明，四个量表中的36个学习目标项目中的30个以及33个成绩目标项目中的28个定义了单维结构。四个量表的个人测量值之间的相关性以及学习目标和成绩目标的同时校准支持了对单维变量的解释。原始分数到区间测量的转换表为使用不同量表的目标导向研究人员提供了一个用于解释和统计分析的通用度量标准。讨论了本研究的局限性和扩展内容。
