This study examines the construct validity of Goals and Strategies for Studying Science (GSSS), a questionnaire in two parts: the first part measuring students' beliefs in the value of various study strategies for learning in science, and the second part assessing their perceptions of the teacher's goals for student learning. Evidence supporting the construct validity of these measures was collected in the form of internal consistency reliabilities, confirmatory factor analyses, and LISREL analysis of a theoretical model which includes subscales from the questionnaire.
Get full access to this article
View all access options for this article.
References
1.
American Psychological Association, American Educational Research Association, and the National Council on Measurement in Education . (1986). Standards for Educational and Psychological Testing. Washington, DC: American Psychological Association.
2.
Ames, C. and Archer, J. (1987). Learning strategies and achievement motivation: products of classroom goal orientation? Paper presented at the annul meeting of the American Educational Research Association, Washington, DC.
3.
Borkowski, J. G. (1988). Understanding inefficient learning: attributional beliefs and the training of memory and comprehension strategies. In M. Gruneberg, P. Morris, & R. Sykes (Eds.), Practical aspects of memory, Vol. 2 (pp. 287-293). New York: Wiley.
4.
Borkowski, J. G. , Weyhing, R. S., and Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning disabled students. Journal of Educational Psychology, 80, 46-53.
5.
Brown, A. L. , Bransford, J. D., Ferrara, R. A., and Campione, J. S. (1983). Learning, remembering, and understanding. In P. Mussen (Ed.) Manual of child psychology Vol. 3. New York: Wiley.
6.
Brown, A. L. and Day, J. (1983). Macrorules for summarizing texts: the development of expertise. Journal of Verbal Learning & Verbal Behavior, 22, 1-14.
7.
Cronbach, L. J. (1971). Validity. In R. L. Thorndike (Ed.) Educational Measurement. Washington, DC: American Council on Education.
8.
Jöreskog, K. G. and Sörbom, D. (1985). LISREL VI: Analysis of linear structural relationships by the method of maximum likelihood, user's guide. Mooresville, IN: Scientific Software, Inc.
9.
Levin, J. R. and Pressley, M. (1986). Introduction. Learning Strategies: A special issue of the Educational Psychologist, 21 (1 & 2), 1-2.
10.
Nicholls, J. G. (1989). The competitive ethos and democratic education: The development and expression of achievement motivation. Cambridge, MA: Harvard University Press.
11.
Nicholls, J. G. , Patashnick, M., and Nolen, S. B. (1985). Adolescents' theories of education. Journal of Educational Psychology, 77, 683-692.
12.
Nolen, S. B. (1987a). The influence of task involvement on the use of learning strategies. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
13.
Nolen, S. B. (1987b). The hows and whys of studying: The relationship of goals to strategies. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
14.
Nolen, S. B. (1988). Reasons for studying: motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
15.
Nolen, S. B. and Haladyna, T. H. (1989). Psyching out the science teacher: Student motivation, perceived teacher goals, and study strategies. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
16.
Nolen, S. B. and Haladyna, T. H. (in press). Motivation and studying in high school science. To appear in The Journal of Research in Science Teaching.
17.
Paris, S. G. , Newman, R. S., and McVey, K. A. (1982). Learning the functional significance of mnemonic actions: A microgenetic study. J. Experimental Child Psychology, 34, 490-509.
