Author: WAUGH, R
Type of paper: Abstract refereed
A scale of Studying and Learning was created using a model of Motivation (sets of Guttman sub-scales of stem-items based on Striving for Excellence, Desire to Learn and Personal Incentives), integrated with three self-reported aspects (an Ideal Self-view, a Capability Self-view and a Studying and Learning Self-view). The response categories were the number of subjects studied. The stem-item sample was 23, all answered in three aspects, making an effective item sample of 69. The person convenience sample was 372 students in education at an Australian university. The 69 items fitted a Rasch Measurement Model and formed a scale in which the 'difficulties' of the items were ordered from 'easy' to 'hard' and the student measures of Studying and Learning were ordered from 'low' to 'high'. The proportion of observed student variance considered true was 0.944. The response categories were answered consistently and logically and the results supported nearly all the Guttman sub-scales. Students found it 'easy' to form a high view of How they would like to be, much 'harder' to form a high view of What they think they are capable of doing and even 'harder' to perform, at a high level, their Studying and Learning behavior for all stem-items, in accordance with the model.