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A Rasch analysis of L2-English achievement goals of female university students
https://twcu.repo.nii.ac.jp/records/25089
https://twcu.repo.nii.ac.jp/records/25089c3424524-71a3-4756-97de-386376e58132
名前 / ファイル | ライセンス | アクション |
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richard_20150930.pdf (151.3 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2016-04-25 | |||||
タイトル | ||||||
タイトル | A Rasch analysis of L2-English achievement goals of female university students | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | achievement goals | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Rasch Model | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | dimensionality | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
著者 |
RICHARD, Jean-Pierre Joseph
× RICHARD, Jean-Pierre Joseph |
|||||
著者名ヨミ | ||||||
値 | リシャール, ジャン ピエール | |||||
内容 | ||||||
内容記述タイプ | Other | |||||
内容記述 | Achievement goals are cognitive representations of future-focused purposes learners adopt in academic situations to direct behavior towards approachment or avoidance of competence-related end states. In the 2×2 achievement goals model employed in this study, goals are defined as mastery and performance; and two valence dimensions, positive and negative, also co-occur. The definitions and dimensions led to the 12-item achievement goals questionnaire (AGQ) and revised form (AGQ-R). Few studies have used the Rasch Model to investigate achievement goals, and results have been inconclusive or conflicting likely due to the limited number of items (k=3) measuring each goal. Validation of an expanded version of the AGQ-R (k=20) using the Rasch Model is the primary purpose of this study. Data were gathered from first-year L1-Japanese participants (N=125) enrolled in six sections of one required L2-English course at one private, female-only university in the Kantō region. | |||||
内容 | ||||||
内容記述タイプ | Other | |||||
内容記述 | Mastery-approach items had highest mean scores, statistically higher than the other three goal orientations. The complete questionnaire items (k=20) were tested for unidimensionality: total variance explained was low, first contrast eigenvalue was large, with low disattenuated correlations, and theoretically distinct constructs loading separately, which suggest multidimensionality. Five other competing models, All-Mastery, All-Performance, All-Approach, All-Avoidance, and Trichotomous framework were likewise judged to be multidimensional. Lastly, achievement goals were tested separately: Performance- and mastery-approach items had best model fit. The Rasch Model provided evidence for the validity of the extended AGQ-R used in this current study; however, problems remain, in particular the need to write more items with greater levels of difficulty. | |||||
コンテンツの種類 | ||||||
値 | 紀要論文 | |||||
ファイル形式 | ||||||
値 | application/pdf | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 04934350 | |||||
NCID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AN00161550 | |||||
書誌情報 |
東京女子大学紀要論集 巻 66, 号 1, p. 141-156, 発行日 2015-09-30 |