1,721,036 research outputs found
Basic Psychological Needs Satisfaction and Student Engagement: The Importance of Novelty Satisfaction
No full textPurpose – The purpose of this paper is to examine the associations between students’ basic psychological needs satisfaction, including novelty satisfaction, and the four aspects of student engagement. Design/methodology/approach – Data were collected from a total sample of 743 undergraduate students from three public universities in northern Malaysia. Structural equation modelling (SEM) was used to analyse the data. Findings – Competence and relatedness were positively related to the four aspects of student engagement, while autonomy satisfaction was found to relate to agentic engagement. Novelty satisfaction, on the other hand, is related positively with behavioural, emotional and cognitive engagement. Research limitations/implications – The results provide a new understanding on the importance of novelty satisfaction alongside existing needs in self-determination theory (SDT) in enhancing student engagement. Practical implications – Educators are encouraged to develop strategies to provide novelty support and facilitate students’ basic needs satisfaction in order to establish a motivational learning environment that vitalises students’ engagement. Originality/value – This study breaks new ground by testing the unique relationships of novelty satisfaction along with the psychological needs for autonomy, competence and relatedness, with the four aspects of student engagement in higher education
Testing factorial validity of motivational constructs using confirmatory factor analysis
Full text linkThe present study examines the validity of the newly translated Malay version of the "State Self-assessment" and "Trait Self-assessment" instruments. These instruments
are each composed of three constructs that are considered integral to the social cognitive theories of motivation: self-eficacy, efort, and worry. Data were collected from 360
college undergraduates at Universiti Utara Malaysia. A confirmatory factor analysis was used to test the measurement model. Multiple group invariance analyses were also conducted to examine whether components of the measurement model were invariant across gender and ethnic groups (Malay and Chinese from Malaysia). Findings provide
support for the reliability and factorial validity of the constructs. Results from the multi-group analyses suggest that all constructs are structured similarly across gender
and ethnic groups
Issues and challenges in instrument adaptations: Bias and equivalence
Full text linkFor most of the twentieth century, interest in translating/adapting tests with a second language and cultural group has been prevalent among educational and
psychological researchers. The globalization of economy, tourism, migration streams,and related political changes have witnessed the steady increase of publications that
concern cross-cultural differences and comparisons (see van de Vijver & Leung, 1997;van de Vijver & Tanzer, 1997). However, this healthy development is not without methodological inadequacies. Despite significant advances in the methodologies that are used to adapt instruments, there remain a number of difficult and challenging issues in
this area, which might invalidate generalization of research findings.This paper will examine issues and challenges in instrument adaptations with emphasis on the issues of construct bias and equivalence. Specific reference to the International Test Commission (ITC) test adaptations guidelines (Hambleton, 1999) will be highlighted.Remedies to these problems will be discussed to enhance validity of adapted instruments
Kesahan dan Kebolehpercayaan Alat Ukur Orientasi Pembelajaran Matematik (OPM)
No full textAlat ukur Orientasi Pembelajaran Matematik (OPM) digunakan untuk mengukur tingkah laku individu berdasarkan lima gagasan iaitu sikap pembelajaran, kebimbangan, tabiat pembelajaran, tingkah laku penyelesaian masalah dan persekitaran pembelajaran dalam Matematik. Kajian ini bertujuan untuk menentukan kesahan, kebolehpercayaan, skala dan hubungan antara gagasan OPM berdasarkan alat ukur “The Study Orientation Questionnaire in Mathematicsâ€(SOM) yang diubahsuai. Kajian ini menggunakan 76 item daripada SOM dengan tambahan sebanyak 17 item untuk mengakses atribut afektif dalam kalangan pelajar. Seramai 195 pelajar tingkatan empat dipilih daripada sebuah sekolah menengah di negeri Kedah yang terdiri daripada 86 (44%) adalah lelaki dan 109 (56%) adalah perempuan. Dari segi kesahan alat ukur OPM (93 item), metod back translation digunakan. Data dianalisis dengan menggunakan SPSS versi 12 bagi mengukur kesahan gagasan, ujian Chi-Square (Bartlett ’s Test of Sphericity) dan Kaiser-Meyer-Olkin (KMO) dan ujian kebolehpercayaan (Cronbach’s alpha). Bagi skala LIKERT, WINSTEP versi 3.48 digunakan untuk menentukan bentuk respons yang dikehendaki. Dapatan kajian ini menunjukkan kelima-lima gagasan OPM mempunyai nilai kebolehpercayaan melebihi 0.7. Kesemua gagasan mempunyai hubungan antara satu sama lain dan ini menunjukkan keteguhan untuk mengukur OPM. Skala LIKERT yang pada mulanya mempunyai lima pilihan (12345) dij adikan empat pilihan (12245) dengan menggunakan step measures at interaction. Ini menunjukkan pilihan 3 (tidak pasti) terlindung di bawah pilihan 2 (tidak setuju) adalah respon yang berkadaran yang sama. Kajian ini berjaya membina alat ukur OPM yang mengandungi 72 item. Alat ukur ini telah memenuhi kriteria-kriteria psikometrik seperti kesahan, kebolehpercayaan, skala dan hubungan antara gagasan OPM untuk mengakses gagasan afektif pelajar dalam 58 pembelajaran Matematik. Oleh itu OPM dapat digunakan oleh guru, kaunselor dan pengetua untuk mengakses OPM dalam memahami atribut afektif pelajar dalam pembelajaran matematik.
 
Kesalahan dan kebolehpercayaan alat ukur orientasi pembelajaran matematik (OPM)
Full text linkPurpose - The Study Orientation Questionnaire in Mathematics (SOM)(Maree, Claassen, & Prinsloo, 1997) was used to measure individual behaviour based on five factors: study attitude, anxiety, study habits, problem-solving,
and study milieu with specific reference to Mathematics. The study aimed to determine the validity and reliability, scale, and the interrelationship among the factors using the revised Study Orientation Questionnaire in Mathematics
(SOM). The present study used SOM (76 items) with 17 additional items to assess the aff ective att ributes among secondary school students.
Design/Methodology/Approach - A total of 195 Form Four students, 86(44%) boys and 109 (56%) girls, were selected from a school in Kedah. Back translation method was used to translate the 93 items in SOM; SPSS version 12 was used to analyse the construct validity by Chi-Square test (Bartlett ’s Test of Sphericity) and Kaiser-Meyer-Olkin (KMO), and the internal consistency reliability of the instrument (Cronbach’s alpha). WINSTEP version 3.48 was used to analyse the LIKERT scale to determine required patt erns of responses.
Findings - Findings indicated that all fi ve factors were reliable with Cronbach’s Alpha of more than 0.70. All factors were related and thus represent a valid
measure of SOM. Using step measures at interaction procedures, the initial five-likert-scaling (12345) was reduced to four (12245). The findings suggested
that the third choice (not sure) was embedded under the second choice (disagree) indicating similar response pattern.
Originality/Value - The study has successfully revised and validated the final SOM instrument with 72 items. SOM fulfills psychometric criteria such as validity, realiability, scale, and the interrelationship among five factors which asses stduents’ affective factors in learning Mathematics. Thus, the instrument can be used by teachers, counselors, and even principals to access OPM in understanding students’ study orientation problem in learning Mathematics
Teacher autonomy and motivation in Thai classroom: A self-determination theory perspective
No full textThis monograph investigates the construct of autonomy in eastern settings by reviewing the evidence from debates that originate from both the cultures. Through empirical findings, it helps to look beyond the theories and principles of cross cultural differences. It describes autonomy by focusing on human needs that are innate, universal and essential to all humans, irrespective of their cultural or other differences. We hope that the information provided in this monograph will be insightful for the readers who are interested in the concept of autonomy use in classrooms for better results
Kesahan, kebolehpercayaan dan kebiasan alat ukur orientasi pembelajaran matematik
Full text linkKita selalu bertanyakan soalan “mengapakah di antara pelajar terdapat pencapaian yang berbeza dalam sesuatu mata pelajaran?”. Dalam matematik umpamanya ada pelajar yang menunjukkan pencapaian yang baik dan ada pula yang terus tercicir dalam menguasai mata pelajaran ini walaupun tajuk-tajuk yang mudah. Terdapat perbezaan antara cara pelajar mengamati dan mempelajari matematik kerana setiap individu mempelajari dan memproses maklumat matematik secara tersendiri. Beberapa sebab telah diutarakan tentang perbezaan pencapaian matematik dan antaranya ialah individu mempunyai orientasi pembelajaran matematik yang berlainan, unik dan tersendiri (Berita Matematik, 1993)
Teori ujian dan pentaksiran pendidikan
No full textBuku ini membincangkan teori utama dalam pentaksiran pendidikan iaitu Teori Ujian Klasik dan Teori Ujian Moden (Teori Respons Item).Buku ini juga memperkenalkan konsep asas pengukuran, ujian, penilaian dan pentaksiran yang sering menjadi isu dalam kalangan pendidik dan para psikologi.Di samping itu, turut dibincangkan statistik asas yang diperlukan dalam bidang pentaksiran untuk menganalisis dan mentafsirkan data.Buku ini sesuai dalam bidang pendidikan dan menjadi panduan kepada guru dan pensyarah dari segi pembinaan ujian yang berkualiti selaras dengan perkembangan dan keperluan Pendidikan Berasaskan Hasil. Konsep pentaksiran formatif dan sumatif, jenis-jenis ujian objektif dan subjektif serta kaedah pemarkahan juga turut diperkenalkan dalam buku ini.Pada bahagian akhir buku, diperkenalkan tentang statistik asas untuk mentaksir item dan data skor ujian pelajar.Jadual spesifikasi item, analisis item dan penetapan standard markah lulus juga dibincangkan.Pelajar sering melihat pentaksiran sebagai instrumen yang memacu pembelajaran.Justeru, pembinaan ujian yang baik dapat memberi motivasi untuk terus belajar dengan lebih bermatlamat dan berkesan
Home away from home- the role of social support for international students' adjustment
Full text linkPurpose – Academic and psychological adjustment of international students is central to their success while pursuing their degrees abroad. However, acculturation stress is abundant and may pose as
a challenge. Thus, in this study we examined whether social support mediates the association between acculturation stress and academic
and psychological adjustment.Methodology – A cross sectional research design was employed. A total of 200 postgraduate international students from three Malaysian public universities were recruited to participate in the study.The Student Adjustment to College Questionnaire was employed to measure their academic adjustment and psychological adjustment.The Multidimensional Scale for Perceived Social Support and the Acculturative Stress Scale for International Students were used to collect data on social support and acculturation stress. Path analysis by AMOS 23 was used to test the hypothesized relationship.
Findings –Results provided support for the proposed model, revealing that social support was associated with greater academic and psychological adjustment among international students.
Significance – The present study has implications for university policies, counsellors, and student affairs departments on the need to take measures to facilitate healthy academic and psychological
adjustment among international students
Classroom goal structure in the learning of mathematics
Full text linkAccording to achievement goal theory, classroom learning environment or contextual factors influence students' learning. For instance, classroom that promotes mastery
learning may cultivate or inculcate task-focused goals among students. However, classroom that focuses too much on competition may encourage performance goal.Studies on classroom goal structure have focused on the relationship between the purpose or meaning of achievement behaviour that is communicated to (by teachers) and perceived (by students) and a variety of student beliefs and behaviours.
The objective of this paper is to examine students' perception of classroom goal structure or orientation as communicated by their teachers. This study on 1849 adolescents (900 males and 949 females) from 30 secondary schools in the northern state of the country found them to be more task-focused (promoting mastery learning) than performance focused. There were differences in the two dimensions of classroom goal structure in terms of some selected independent variables. The findings of the study bear some implications for theory and practice
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