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首页> 外文期刊>Journal of applied measurement >A Multidimensional Diagnostic Perspective on Academic Achievement Goal Orientation Structure, Using the Rasch Measurement Models
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A Multidimensional Diagnostic Perspective on Academic Achievement Goal Orientation Structure, Using the Rasch Measurement Models

机译：使用Rasch度量模型的学术成就目标定向结构的多维诊断观点

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摘要

This study is designed to investigate a multidimensional structure of academic achievement goal orientations from a diagnostic perspective, using the Rasch measurement models. A data set of Korean students who responded to the Patterns of Adaptive Learning Survey (PALS) was analyzed. Both consecutive unidimensional and multidimensional Rasch measurement models were applied for comparative purposes. Each goal orientation dimension (i.e., the attitude) was standardized and then classified into three categorical levels, i.e., low, middle and high. These categorizations of goal dimensions were used to examine the role of students' performance-approach goals on mathematics achievement in relation with the other achievement goals. Results indicate that the multidimensional partial credit model was the best model with respect to the fit of the data to the models. Findings of the current study also demonstrate that practitioners who need specific feedback for instruction and/ or intervention can benefit from the multidimensional approach.
机译：本研究旨在使用Rasch度量模型从诊断的角度研究学术成就目标定向的多维结构。分析了对适应性学习调查模式（PALS）做出反应的韩国学生的数据集。连续的一维和多维Rasch测量模型均用于比较目的。每个目标定向维度（即态度）都经过标准化，然后分为三个分类级别，即低，中和高。目标维度的这些分类用于检验学生的学习方式目标对数学成就与其他成就目标的关系。结果表明，就数据与模型的拟合而言，多维部分信用模型是最佳模型。本研究的结果还表明，需要特定反馈以进行指导和/或干预的从业者可以从多维方法中受益。

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