خط مشی دسترسیدرباره ماپشتیبانی آنلاین
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Document Type:Latin Dissertation
Language of Document:English
Record Number:54064
Doc. No:TL24018
Call number:‭1469123‬
Main Entry:Todd Douglas Reeves
Title & Author:Toward a treatment effect of an intervention to foster self-regulated learning (SRL): An application of the Rasch modelTodd Douglas Reeves
College:State University of New York at Buffalo
Date:2009
Degree:M.A.
student score:2009
Page No:137
Abstract:This study investigated whether an intervention measurably contributed to the self-regulatory processes underlying undergraduate students' learning. The Rasch model was first applied to Dynamic and Active Learning Inventory Revised (DALI-R; Iran-Nejad & Chissom, 1992) data to examine the validity of inferences made from this instrument and to estimate interval person measures for the answering of substantive research questions. Psychometric analyses provided mixed evidence for the validity of DALI-R inferences. Practically meaningful growth in both active and dynamic self-regulation was observed throughout the course of the intervention. However, attempts to explain growth by motivational factors and indicators of intervention exposure were largely unsuccessful. Furthermore, differential effects by race/ethnicity and gender were not observed. Limitations and recommendations for future research are discussed.
Subject:Education; Psychology; Cognitive strategy instruction; Rasch model; Self-regulated learning; Educational psychology; Quantitative psychology; Higher education; 0745:Higher education; 0525:Educational psychology; 0632:Quantitative psychology
Added Entry:J. Lee
Added Entry:State University of New York at Buffalo