A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation Toward Mathematics in Elementary School

Abstract

The Rasch/Guttman scenario (RGS) measurement approach is a promising test development methodology. The purpose of this study is to compare the RGS measure of primary school students’ motivation against more traditional self-report scales. The Scenario Scale of Extrinsic Motivation toward Math (SSEM-M) and its traditional counterpart were developed. The sample consisted of 1,299 primary school students. Both measures demonstrated solid psychometric properties and sound evidence of validity. The comparative part of the research revealed notable differences in scores and factor structure. Scenario item composition appears to provide a slightly better motivation measurement than traditional composition. Further research considering response style and social desirability effects may be of interest.

Keywords

alternative assessment approaches test construction

Get full access to this article

View all access options for this article.

References

Andrich

(1978). A rating formulation for ordered response categories. Psychometrika, 43(4), 561–573. https://doi.org/10.1007/BF02293814

Antipkina

Ludlow

L. H.

(2020). Parental involvement as a holistic concept using Rasch/Guttman Scenario Scales. Journal of Psychoeducational Assessment, 38(7), 846–865. https://doi.org/10.1177/0734282920903164

Brandenberger

C. C.

Hagenauer

Hascher

(2018). Promoting students’ self-determined motivation in maths: Results of a 1-year classroom intervention. European Journal of Psychology of Education, 33(2), 295–317. https://doi.org/10.1007/s10212-017-0336-y

Gottfried

A. E.

Marcoulides

G. A.

Gottfried

A. W.

Oliver

P. H.

Guerin

D. W.

(2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31(4), 317–327. https://doi.org/10.1177/0165025407077752

Grice

H. P.

(2002). Logic and conversation. In Chapman

(Ed.), Foundations of cognitive psychology: Core readings (pp. 85–113). Massachusetts Institute of Technology Press. http://link.springer.com/10.1057/9780230005853_5

Guay

Bureau

J. S.

(2018). Motivation at school: Differentiation between and within school subjects matters in the prediction of academic achievement. Contemporary Educational Psychology, 54, 42–54. https://doi.org/10.1016/j.cedpsych.2018.05.004

Guay

Chanal

Ratelle

C. F.

Marsh

H. W.

Larose

Boivin

(2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735. https://doi.org/10.1348/000709910X499084

Bartram

Inceoglu

van de Vijver

F. J. R.

(2014). Response styles and personality traits. Journal of Cross-Cultural Psychology, 45(7), 1028–1045. https://doi.org/10.1177/0022022114534773

Kankaraš

Feron

Renbarger

(2019). Assessing students’ social and emotional skills through triangulation of assessment methods (No. 208). https://doi.org/10.1787/717ad7f2-en

10.

King

Murray

C. J. L.

Health

Salomon

J. A.

(2004). Enhancing the of measurement in survey research. American Political Science Review, 98(1), 191–207. https://doi.org/10.1017/S0003055403000881

11.

Linacre

(2002). A User’s Guide to Winsteps: Rasch-Model Computer Program. https://archive.org/details/B-001-003-730

12.

Ludlow

L. H.

Matz-Costa

Johnson

Brown

Besen

James

J. B.

(2014). Measuring engagement in later life activities. Measurement and Evaluation in Counseling and Development, 47(2), 127–149. https://doi.org/10.1177/0748175614522273

13.

Milliken

Ludlow

DeSanto-Madeya

Grace

(2018). The development and psychometric validation of the Ethical Awareness Scale. Journal of Advanced Nursing, 74(8), 2005–2016. https://doi.org/10.1111/jan.13688

14.

Nederhof

A. J.

(1985). Methods of coping with social desirability bias: A review. European Journal of Social Psychology, 15(3), 263–280. https://doi.org/10.1002/ejsp.2420150303

15.

Perinelli

Gremigni

(2016). Use of Social Desirability Scales in clinical psychology: A systematic review. Journal of Clinical Psychology, 72(6), 534–551. https://doi.org/10.1002/jclp.22284

16.

Pintrich

P. R.

(2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667

17.

Richardson

Abraham

Bond

(2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838

18.

Ryan

R. M.

Deci

E. L.

(2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

19.

Ryan

R. M.

Deci

E. L.

(2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. In Ryan

R. M.

Deci

E. L.

(Eds.), Self-determination theory: Basic psychological needs in motivation, development, and wellness (Vol. 27, Issue 5, pp. 481–507). Guilford Press. https://doi.org/10.1521/978.14625/28806

20.

Stroet

Opdenakker

M.-C.

Minnaert

(2015). What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation. Contemporary Educational Psychology, 42(2), 129–140. https://doi.org/10.1016/j.cedpsych.2015.06.002

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.04 MB

0.02 MB

0.04 MB