The development of measurement scales on self-learning of secondary students

The development of measurement scales on self-learning of secondary students

AARE 2004 Conference Papers

• Mok, Magdalena Mo Ching Hong Kong Institute of Education
• Cheng, Yin Cheong Hong Kong Institute of Education
• Moore, Phillip John Hong Kong Institute of Education
• Kennedy, Kerry John Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2005

Australian Association for Research in Education (AARE). Conference (2004: Melbourne Vic)

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Information Processing Learning Strategies Measures (Individuals) Self Efficacy Self Motivation Test Validity Questionnaires Secondary Education Students Hong Kong Macau Taiwan Chinese Students Goal Setting Self Management

• Hong Kong
• Taiwan
• Macau

• 1997.7 onwards

• Secondary Education

This report is concerned with the development of measurement scales for self-learning of secondary students. Self-learning refers to a process whereby the learner participates actively in the act of learning, including planning, goal setting, progress monitoring, selecting learning strategies and controlling the learning environment. The capacity for self-learning has been accorded high priority in recent years by major education systems, particularly those in the Asia Pacific region. This study is motivated by the lack of measurement tool available for the study of self-learning in countries where Chinese is the main medium of instruction, including China, Hong Kong, Macau, and Taiwan. The sample comprised 398 secondary students from Hong Kong secondary schools and a comparable sample of 200 secondary students from Macau. Questionnaires with Likert items were administered to the students during class-time. Scales included students' goal setting, academic motivation, self-efficacy, information processing strategies, monitoring and management of learning resources. Rasch modelling and confirmatory factor analysis were used to establish construct validity of these scales. Differences across males and females, grade levels, and regions were reported in the paper.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• English

Conference Papers

• 13249320 (CD ROM)
• 13249339 (eISSN)

https://bibliography.lib.eduhk.hk/bibs/b2b516d9

2010-11-25