■为了验证学习问卷(MSLQ)的动机策略,衡量学习者动机;以及教材动机调查(IMMS),衡量教育活动的动机属性。
■参与者(333名药剂师,医师,和高级实践提供商)完成了MSLQ,IMMS,一致性-个性化问卷(CPQ),以及在线学习模块(2021年4月)后立即进行的知识测试。我们使用验证性因子分析(CFA)随机分组数据进行拆分样本分析,探索性因子分析(EFA)和多特征多方法矩阵。
■大多数区域的Cronbachα≥0.70。使用样本1的CFA证明了两种仪器的次优拟合,包括3个措辞消极的IMMS项目,负载特别低。修订后的IMMS(RIMMS)评分(省略了负面措辞的项目)显示出更好的拟合度。在全民教育的指导下,我们确定了一个新的3域,11-项目\'MSLQ-简短表格-修订\'(MSLQ-SFR,域:兴趣,自我效能感,和归因)和4域,12项RIMMS作为最好的模型。使用样品2的CFA证实了良好的拟合。MSLQ-SFR之间的相关性,RIMMS,和CPQ分数与预测一致;与知识分数的相关性很小。
■原始MSLQ和IMMS分数显示模型拟合差,负面措辞的项目明显不同。修订,较短的模型-MSLQ-SFR和RIMMS-显示出令人满意的模型拟合(内部结构)以及与其他变量的关系。
UNASSIGNED: To validate the Motivated Strategies for Learning Questionnaire (MSLQ), which measures learner motivations; and the Instructional Materials Motivation Survey (IMMS), which measures the motivational properties of educational activities.
UNASSIGNED: Participants (333 pharmacists, physicians, and advanced practice providers) completed the MSLQ, IMMS, Congruence-Personalization Questionnaire (CPQ), and a knowledge test immediately following an online learning module (April 2021). We randomly divided data for split-sample analysis using confirmatory factor analysis (CFA), exploratory factor analysis (EFA), and the multitrait-multimethod matrix.
UNASSIGNED: Cronbach alpha was ≥0.70 for most domains. CFA using sample 1 demonstrated suboptimal fit for both instruments, including 3 negatively-worded IMMS items with particularly low loadings. Revised IMMS (RIMMS) scores (which omit negatively-worded items) demonstrated better fit. Guided by EFA, we identified a novel 3-domain, 11-item \'MSLQ-Short Form-Revised\' (MSLQ-SFR, with domains: Interest, Self-efficacy, and Attribution) and the 4-domain, 12-item RIMMS as the best models. CFA using sample 2 confirmed good fit. Correlations among MSLQ-SFR, RIMMS, and CPQ scores aligned with predictions; correlations with knowledge scores were small.
UNASSIGNED: Original MSLQ and IMMS scores show poor model fit, with negatively-worded items notably divergent. Revised, shorter models-the MSLQ-SFR and RIMMS-show satisfactory model fit (internal structure) and relations with other variables.