Analyzing students’ learning strategies using item response theory
Toward assessment and instruction for self-regulated learning
Dados Bibliográficos
| ID | 22166322 |
|---|---|
| Autores | Yuri Uesaka (0000-0003-3229-3808, Japan Graduate School of Education University, autor correspondente), Masayuki Suzuki (0000-0002-0436-1490, Yokohama National University), Shinichi Ichikawa (Japan Graduate School of Education University), Shin’ichi Ichikawa |
| Ano | 2022 |
| Volume | 7 |
| Data de publicação | 2022-08-24 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.921844 |
| OpenAlex | W4293213841 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 41 |
Many previous studies related to self-regulated learning have demonstrated that students with higher academic achievement tend to use varied and effective learning strategies. However, they cannot acquire these strategies in a short period. If learning strategies are acquired and used gradually, it may help specify individual levels of use and teach its usage in a reasonable order. Therefore, this study analyzed data on strategy use with item response theory (IRT) to specify students’ level of strategy acquisition and determine how they are ordered. Questionnaire data on the frequency of learning strategy use were obtained from students in five universities ( N = 472) and analyzed using the IRT model. It was shown that the average levels of students’ strategy acquisition were related to their universities’ academic achievement rankings
Developmental psychology · Item response theory · Knowledge management · Mathematics education · Psychometrics · Self-regulated learning · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Student Assessment and Feedback
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Oblique Factor Analytic Solutions by Orthogonal Transformations
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Motivational and self-regulated learning components of classroom academic performance.
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
A systematic review of item response theory in language assessment
Student differences in self-regulated learning
On Qualitative Differences in Learning
Self-Selection in Japanese Junior High Schools
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |