Learning about student's learning strategies: an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA
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| Format: | Book |
| Language: | English |
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Oslo
University of Oslo, Fac. of Education, Unipub.
2009
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| Online Access: | Inhaltsverzeichnis |
| Item Description: | Zugl.: Oslo, Univ., Diss., 20059 |
| Physical Description: | 319 S. Ill. |
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| 245 | 1 | 0 | |a Learning about student's learning strategies |b an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA |c Therese Nerheim Hopfenbeck |
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| adam_text | IMAGE 1
CONTENTS
SELF-REGULA TED LEARNERS 13
PISA AND STUDENTS SELF-REGULATION
............................................................................*...............
15
STUDENTS COMPREHENSION OF QUESTIONNALRES IN LARGE-SCALE SURVEYS 17
PISA AND STUDENTS EXPERIENCE OF ASSESSMENT IN THE CLASSROOM
....................*.............*......... 19
PRELIMINARY FORMULATION OF RESEARCH QUESTIONS
..............................................*..............*........
21
OUTLINE OF THE REST OF THE THESIS
..........................................................*.......................................
22
THEORY 25
INTRODUCTION: THE NA TU RE OF THE PROBLEM 13
INTRODUCTION TO THE CHAPTER
.................................................**......................................................
25
PISA IN NORWAY AND IN AN INTERNATIONAL PERSPECTIVE
......................................*........................ 27
2.2.1 SOME CHALLENGES REGARDING INTERNATIONAL COMPARATIVE ASSESSMENT
SURVEYS 29
2.2.2 PISA AND THE EVALUATION RESEARCH IN NORWAY 32
2.2.3 PISA AND STUDENT APPROACHES TO LEARNING 32
2.2.4 PISA AND THE DIFFERENT RESEARCH TRADITIONS O/SAL AND SRL 33
2.2.5 PISA AND MODELS 0/ SELF-REGULATION 37
2.2.6 CROSS CURRICULAR COMPETENCIES (CCC) 45
2.3 LEARNING STRATEGIES IN PISA 47
2.3.1 ELABORATION STRATEGIES 47
2.3.2 MEMORIZATION STRATEGIES 48
2.3.3 CONTROL STRATEGIES 48
2.4 MET ACOGNITION 49
2.4.1 METACOGNITIVE KNOWLEDGE 50
2.4.2 METACOGNITIVE EXPERIENCE 52
2.4.3 METACOGNITIVE STRATEGIES 53
2.5 SELF-MOTIV ATIONAL COMPONENTS IN PISA 55
2.5.1 SELF-RELATED BELIEFT AND STUDENTS APPROACHES TO LEARNING 55
2.5.2 SELF-EFFICACY 58
2.5.3 SELF-CONCEPT 61
2.5.4 INTEREST IN SCIENCE 65
2.6 STUDENTS D1VERSITY: MINORITY STUDENTS, GENDER AND SES
........................................*............... 67
2.6.1 MINORITY STUDENTS 67
2.6.2 GENDER 71
2.6.3 SOCIO-ECONOMIC STATUS (SES) 77
2.7 CHAPTER SUMMARY AND RESEARCH QUESTIONS 79
I.
1.1
1.2
1.3
1.4
1.5
1.6
2.
2.1
2.2
7
IMAGE 2
3. ASSESSMENT CUL TURE AND LEARNING STRATEGIES 81
3.1 INTRODUCTION TO THE CHAPTER 81
3.2 WHY ASSESSMENT PROCEDURES MATTER
.............................................*.........................*....................
81
3.2.1 HOW ASSESSMEN1 INJLUENCES SLUDEN1S APPROACHES 10 LEARNING 81
3.2.2 ASSESSMEN1FOR LEARNING OR FORMA1IVE ASSESSMEN1 83
3.2.3 FORMA1IVE AND SUMMALIVE ASSESSMEN1 86
3.2.4 WHA1 S1UDEN1S SHOULD KNOW ABOU1 ASSESSMEN1 89
3.2.5 THE POWER OFFEEDBACK 90
3.2.6 DO ASSESSMEN1 PROCEDURES MODIFY LEARNING SLRA1EGIES? 92
3.3 CHAPTER SUMMARY AND RESEARCH QUESTIONS
..............................**.......*.........................*...............
93
4. THE STUDENT QUESTLONNAIRE IN PISA 9S
4.1 INTRODUCTION TO THE CHAPTER
.............................................................*...........................................
95
4.2 THE LEARNING STRATEGY QUESTIONS USED IN 2000
.................................................................*.*.......
96
4.3 THE LEARNLNG STRATEGY QUESTIONS USED IN 2003 98
4.4 QUESTIONNAIRES AND ISSUES OF RELLABILLTY
...........................................................................*......
101
4.5 QUESTIONNAIRES AND ISSUES OF VALIDITV
.....................*................................................................
103
4.5. LAGE AND VALIDITY OFS1UDEN1S RESPONSES 106
4.5.2 LENG1H OFINVEN10RY AND VA/IDITY OFS1UDEN1S RESPONSES 107
4.5.3 CON1EX1 AND VA/IDITY OFS1UDENTS RESPONSES 108
4.5.4 IN1ERNA1IONAL VA/IDITY OF SLUDEN1S RESPONSES 109
4.6 RESPONSE STYLE TO QUESTIONNAIRES?
..........................................*.................................................
I I I
4.6.1 THE LIKER1-SCALE II I
4.7 READABILITY OF AN ITEM - A THREAT TO THE VALIDITV?
........*...............*...............*...............*........ I 12
4.7.1 READING COMPREHENSION AND VA/IDITY 115
4.8 STUDENTS LACK OF TEST MOTIVATION: A THREAT TO THE VALIDITV?
..........*.........................*....... 115
4.8. I TES1- RE1ES1 RELIABI/ITY OF INVEN10RIES 118
4.9 CHAPTER SUMMARY AND RESEARCH QUESTIONS
......................................................*........................
119
4. I 0 SUMMARV OF RESEARCH QUESTIONS FROM CHAPTER 2, 3 AND 4
...............*..................*............... 120
S.
5.1
5.2
5.3
5.4
ASSESSING SCIENTIFIC L1TERACY IN PISA 2006 121
INTRODUCTION TO THE CHAPTER
...................................................*...................................................
121
PISA 2006 LN AN INTERNATIONAL PERSPECTIVE 121
I
PISA 2006 - ANATIONAL PERSPECTIVE
............................................................................*.........*.....
122
5.3.1 PAR1ICIPAN1S........................................ .. 122
5.3.2 ACHIEVEMEN1 MEASURES AND SCIENCE COMPE1ENCIES .. 122
5.3.3 PROCEDURES .. 123
SCIENCE LITERACY IN PISA
...........................................*.................................*......*.........*.*..............
123
5.4. I THREE MAIN COMPE1ENCIES IN SCIEN1IFIC IILERACY 125
8
IMAGE 3
5.4.2 SCIENTIFIC KNOWLEDGE AS KNOWLEDGE 0/ AND ABOUT SCIENCE 126
5.4.3 SCIENCE AND ASSESSMENT 0/ ATTITUDES 128
5.4.4 SCIENCE ITEMS IN PLSA 128
5.4.5 SCIENCE SCORES IN PISA 129
5.5 ANALYSIS OF THE PISA DATA AND NATIONAL OPTIONS IN MY THESIS
...........*.................................. 130
5.5.1 CORRELATION ANALYSIS 130
5.5.2 REGRESSION ANALYSIS 131
5.6 CHAPTER SUMMARY 131
6. THE SCIENCE LEARNING STRATEGY QUESTIONNAIRE 133
6.1 INTRODUCTION TO THE CHAPTER 133
6.2 TEST DEVELOPMENT IN PISA 133
6.3 DEVELOPING ITEMS AS NATIONAL OPTIONS FOR THE NEW SCIENCE
QUESTIONNAIRE 134
6.3. I PI/OTING NEW ITEMS AS NATIONAL OPTIONS/OR THE STUDENT
QUESTIONNAIRE 136
6.3.2 DATA ANALYSIS O/THE PI/OT STUDY 137
6.3.3 CONSTRUCTS DEVELOPED TO MEASURE ELABORATION STRATEGIES 138
6.3.4 CONSTRUCTS DEVELOPED TO MEASURE MEMORIZATION 140
6.3.5 CONSTRUCTS DEVELOPED TO MEASURE CONTROL STRATEGIES 141
6.4 USING L1X TO MEASURE READABILITY 143
6.4.1 RESU/TS/ROM THE PI/OT STUDY: LEARNING STRATEGIES AND ACHIEVEMENT
146
6.4.2 RESULTS/ROM THE PILOT STUDY: LEARNING STRATEGIES AND GENDER 148
6.5 CHAPTER SUMMARY 149
7. INTERVIEWING STUDENTS AFTER THE PISA TEST 151
7.1 INTRODUCTION TO THE CHAPTER
............................................................*.......*..................................
151
7.2 WHY INTERVIEWS?
........................................................................................................*...................
151
7.2.1 MAIN GOALS O/THE INTERVIEW 153
7.2.2 DIFFERENT CU/TURES: REVEALING DIFFERENT COMPREHENSION THROUGH
INTERVIEWS 155
7.2.3 INTERVIEWING YOUNG STUDENTS 155
7.2.4 COGNITIVE INTERVIEWS 156
7.2.5 COGNITIVE PRETESTING (CP) 159
7.2.6 PARTICIPATING STUDENTS 159
7.2.7 PARTICIPATING SCHOOLS 161
7.2.8 PARTICIPATING SCHOOLS AND DIFFERENT TEACHING AND ASSESSMENT
PATTERNS 162
7.2.9 INTERVIEW PROCEDURES 163
7.2.10 CONDUCTING THE INTERVIEWS 165
7.3 VALIDATION OF THE SCIENCE LEARNING STRATEGY QUESTIONNAIRE 168
7.3.1 STUDENTS RESPONSES TO THE INTERVIEWS, SCORING, VALIDITY AND
RELIABILITY 168
7.4 CHAPTER SUMMARY 172
9
IMAGE 4
8. RESULTS FROM THE SCIENCE LEARNING STRATEGY QUESTIONNAIRE 173
8.1 INTRODUCTION TO THE CHAPTER 173
8.2 ANALYSIS OF THE SCIENCE LEARNLNG STRATEGY QUESTIONNAIRE
............*..................*................. 174
8.2.1 ELABORATION STRATEGIES AND ACHIEVEMENT 176
8.2.2 CONTROL STRATEGIES AND ACHIEVEMENT 177
8.2.3 MEMORIZATION AND ACHIEVEMENT 178
8.2.4 LEARNING STRATEGIES AND THE DIFFERENT SCIENCE COMPETENCIES 179
8.2.5 LEARNING STRATEGIES AND GENDER: RESULTS AT THE CONSTRUCT
LEVEL............................ 180
8.2.6 LEARNING STRATEGIES AND GENDER: RESULTS AT THE ITEM LEVEL........
. 181
8.2.7 LEARNING STRATEGIES AND SCIENCE ITEMS IN PISA 184
8.3 LEARNLNG STRATEGIES, GENDER AND MOTIVATION AL COMPONENTS 185
8.3.1 RESULTS FROM SEQUENTIAL REGRESSION ANALYSIS 186
8.4 LEARNING STRATEGIES, SES AND DIFFERENT BACKGROUND VARIABLES 188
8.4.1 LEARNING STRATEGIES, MINORITY AND MAJORITY STUDENTS AND GENDER 188
8.4.2 LEARNING STRATEGIES AND STUDENTS SOCIO-ECONOMIC STATUS 190
8.5 CHAPTER SUM MARY 190
9. RESULTS FROM THE INTERVIEWS 191
9.1 INTRODUCTION TO THE CHAPTER
......................**......**.......................................................................
191
9.2 LEARNING STRATEGIES AND ASSESSMENT
...........................................................................**............
191
9.2.1 HOW DID THE SCHOOL PREPARE STUDENTSFOR THE PISA TEST? 192
9.2.2 RESULTS REGARDING EXPERIENCING TAKING THE TEST AND THE TEST
MOTIVATION 194
9.2.3 EXPERIENCING THE TEST AND THE ITEMFORMAT 196
9.3 CHAPTER SUMMAR Y
................................................................................................................**........
200
10. VALIDATION OF THE SCIENCE LEARNING STRA TEGY QVESTIONNAIRE 201
10.1 INTRODUCTION TO THE CHAPTER 20 I
10.1.1 RESULTSFOR THE WEAKEST PERFORMING STUDENTS 201
10.1.2 RESULTSFOR THE AVERAGE PERFORMING STUDENTS 203
10.1.3 RESULTSFOR THE HIGHEST PERFORMING STUDENTS 204
10.1.4 THE READABILITY OF THE ITEMS 204
10.2 RESPONSE PATTERNS TO QUESTIONNAIRES 205
10.2.1 RESULTSFROM THE TEST-RETEST: STUDENT LEVEL 207
10.2.2 RESULTSFROM THE TEST-RETEST: ANALYSIS OFTHE LEARNING STRATEGY
CONSTRUCTS 213
10.3 CHAPTER SUMMARY 216
11. ASSESSMENT PROCEDVRES AND LEARNING STRATEGIES 217
11.1 INTRODUCTION TO THE CHAPTER
...........................*......................................................................
217
11.1.1 VIEW SIDE SCHOOL SCHOOL 217
10
IMAGE 5
11.1.2 SUN SIDE SCHOOL 221
//./.3 HILLSDALE PRIVATE SCHOOL 225
1/.1.4 ADA SCHOOL 227
11.1.5 BLOOMSDALE SCHOOL 229
11.2 COMPARISON OF SCHOOLS ASSESSMENT PROCEDURES
.................*......*.....*......*......*................... 229
//.2./ KNOWLEDGE OFTESTS-AND-ITEM -FORMAT 233
//.2.2 KNOWLEDGE OF ASSESSMENT CRITERIA 233
/1.2.3 TRANCPARENCY: KNOW/EDGE OFWHAT TEACHERS EXPECT IN SCIENCE TESTS
233
11.3 CHAPTER SUMMARY
..........................................................................................*......*......*............
234
12. DISCUSSION 237
12.1 SUMMARY OF THE MAIN FINDINGS
...................*...............*...............................................*............
237
12.2 VALIDITY
...............................................................................*............*......*.................................
238
12.3 LEARNING ABOUT STUDENTS LEARNING STRATEGIES
.............................................*.....*............. 239
/2.3./ LEARNING STRATEGIES IN SCIENCE AND ACHIEVEMENT SCORES ON THE PISA
LEST 239
/2.3.2 LEARNING SLRALEGIES AND THE THREE DIFFERENT SCIENCE COMPELENCIES
242
12.3.3 LEARNING STRATEGIES, SELF-REGULATION AND GENDER 243
/2.3.4 LEARNING STRATEGIES AND MINORITY STUDENTS 245
/2.3.5 LEARNING STRATEGIES, SELF-RELALED BELIEFT. AND ACHIEVEMENT 246
/2.3.6 LEARNING STRATEGIES AND SCIENCE ITEMS 247
12.3.7 LEARNING STRATEGIES AND SOCIO-ECONOMIC STALUS 248
12.4 CAN WE TRUST RESPONSES TO THE STUDENT QUESTIONNALRE?
.........*....................*......*............. 248
/2.4./ WHY WEAK CORRELATIONS? AGE AND LENGTH OFTHE QUESTIONNAIRE 248
/2.4.2 WHY WEAK CORRELALIONS? CONTEXT EFFECTS ON THE RESPONSES 250
/2.4.3 WHY WEAK CORRELALIONS? G/OBAL VS. SPECIFIC LEARNING SLRATETEGY
ITEMS 251
/2.4.4 RESPONSE STYLE WHEN USING IHE LIKERL SCALE 252
12.4.5 READABILITY AND COMPREHENSION OFLHE QUESLIONNAIRE 252
/2.4.6 SLUDENLS LESL-MOLIVATION 255
/2.4.7 SLUDENLS UNPREDICLED REACLIONS 10 IHE QUESLIONNAIRE 255
/2.4.8 STUDENLS EXPERIENCE OFTHE ASSESSMENT PROCEDURES AND LEARNING
SLRALEGIES 256
/2.4.9 HOW CAN IHIS ANALYSIS CONLRIBULE 10 THEFIELD OF LEARNING AND
ASSESSMENL? 257
12.5 CHAPTER SUMMARY
........................................................................................*......*.....................
262
13. CONCLUDING RE MARKS
******.********.*.**.*.*.*.**********************.***.*.*.******.*.****.*..........**.*.*.****.*.*.*.**......**
263
13.1 MAIN CONCLUSION
........................................................................................................*..............
263
13.2 IMPLICA T10NS FOR FUTURE RESEARCH AND PEDAGOGICAL CONSEQUENCES
.........**.....**.....*........ 264
REFERENCES
.................................................................................................................................*......*.......
267
APPENDICES
.........*.........*........................*.................*..............................................*.............*.....*......*........
289
11
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| spelling | Hopfenbeck, Therese Nerheim Verfasser aut Learning about student's learning strategies an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA Therese Nerheim Hopfenbeck Oslo University of Oslo, Fac. of Education, Unipub. 2009 319 S. Ill. txt rdacontent n rdamedia nc rdacarrier Zugl.: Oslo, Univ., Diss., 20059 PISA Test (DE-588)4680022-0 gnd rswk-swf Norwegen (DE-588)4042640-3 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Norwegen (DE-588)4042640-3 g PISA Test (DE-588)4680022-0 u DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018949925&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hopfenbeck, Therese Nerheim Learning about student's learning strategies an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA PISA Test (DE-588)4680022-0 gnd |
| subject_GND | (DE-588)4680022-0 (DE-588)4042640-3 (DE-588)4113937-9 |
| title | Learning about student's learning strategies an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA |
| title_auth | Learning about student's learning strategies an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA |
| title_exact_search | Learning about student's learning strategies an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA |
| title_full | Learning about student's learning strategies an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA Therese Nerheim Hopfenbeck |
| title_fullStr | Learning about student's learning strategies an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA Therese Nerheim Hopfenbeck |
| title_full_unstemmed | Learning about student's learning strategies an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA Therese Nerheim Hopfenbeck |
| title_short | Learning about student's learning strategies |
| title_sort | learning about student s learning strategies an empirical and theoretical investigation of self regulation and learning strategy questionnaires in pisa |
| title_sub | an empirical and theoretical investigation of self-regulation and learning strategy questionnaires in PISA |
| topic | PISA Test (DE-588)4680022-0 gnd |
| topic_facet | PISA Test Norwegen Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018949925&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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