医学教育中学习调节策略的测量：瑞典样本的量表信度和维度。

Measuring strategies for learning regulation in medical education: scale reliability and dimensionality in a Swedish sample.

机构信息

Centre for Medical Education, Department LIME, Karolinska Institutet, Berzelius väg 3, 171 77 Stockholm, Sweden.

出版信息

BMC Med Educ. 2012 Aug 15;12:76. doi: 10.1186/1472-6920-12-76.

DOI:10.1186/1472-6920-12-76

PMID:22894604

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC3502389/

Abstract

BACKGROUND

The degree of learners' self-regulated learning and dependence on external regulation influence learning processes in higher education. These regulation strategies are commonly measured by questionnaires developed in other settings than in which they are being used, thereby requiring renewed validation. The aim of this study was to psychometrically evaluate the learning regulation strategy scales from the Inventory of Learning Styles with Swedish medical students (N = 206).

METHODS

The regulation scales were evaluated regarding their reliability, scale dimensionality and interrelations. The primary evaluation focused on dimensionality and was performed with Mokken scale analysis. To assist future scale refinement, additional item analysis, such as item-to-scale correlations, was performed.

RESULTS

Scale scores in the Swedish sample displayed good reliability in relation to published results: Cronbach's alpha: 0.82, 0.72, and 0.65 for self-regulation, external regulation and lack of regulation scales respectively. The dimensionalities in scales were adequate for self-regulation and its subscales, whereas external regulation and lack of regulation displayed less unidimensionality. The established theoretical scales were largely replicated in the exploratory analysis. The item analysis identified two items that contributed little to their respective scales.

DISCUSSION

The results indicate that these scales have an adequate capacity for detecting the three theoretically proposed learning regulation strategies in the medical education sample. Further construct validity should be sought by interpreting scale scores in relation to specific learning activities. Using established scales for measuring students' regulation strategies enables a broad empirical base for increasing knowledge on regulation strategies in relation to different disciplinary settings and contributes to theoretical development.

摘要

背景

学习者的自主学习程度和对外部监管的依赖程度会影响高等教育中的学习过程。这些监管策略通常是通过在使用它们的环境之外开发的问卷来衡量的，因此需要重新验证。本研究的目的是使用瑞典医学生的学习风格清单（Inventory of Learning Styles）对学习调节策略量表进行心理测量学评估（N=206）。

方法

评估调节量表的可靠性、量表维度和相互关系。主要评估侧重于维度，并通过 Mokken 量表分析进行。为了帮助未来的量表改进，还进行了其他项目分析，例如项目与量表的相关性。

结果

瑞典样本的量表得分与已发表的结果相比具有良好的可靠性：克朗巴赫的α值分别为 0.82、0.72 和 0.65，用于自我调节、外部调节和缺乏调节量表。自我调节及其子量表的量表维度是适当的，而外部调节和缺乏调节的维度则不太具有单一维度性。在探索性分析中，建立的理论量表得到了很大程度的复制。项目分析确定了两个对各自量表贡献不大的项目。