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Psychometric Properties of Context-Specific Measures of Students’ Interest and Value in Learning Science : A Multinational Examination
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  • Psychometric Properties of Context-Specific Measures of Students’ Interest and Value in Learning Science : A Multinational Examination
  • 구체적 맥락에서 측정한 학생 흥미와 가치의 심리측정학적 특성: PISA2006 과학 자료를 중심으로
저자명
Ham EunHye,Jang Hyesuk,Shin TaeSeob
간행물명
교육학연구KCI
권/호정보
2015년|53권 4호(통권168호)|pp.305-326 (22 pages)
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한국교육학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(0.52MB)
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서지반출

영문초록

This study aims to examine how context-specific measures of students' interest and value differ from their context-general measures in psychometric properties across countries. Using PISA2006 Science data, differential effects of item context on assessing interest and value were illustrated in both the individual and country levels. The main findings are as follows: First, correlation between context-specific and context-general measures tended to be slightly higher in value than in interest. Second, for association with achievement, specific value was a significant predictor of science achievement after controlling general value. Third, the impact of item context appeared to be larger in interest than in value. Lastly, there were significant differences among countries in the discrepancy between context-specific and context-general measures and in the association with achievement. The implications of these findings and further research were discussed.

국문초록

이 연구는 학생들의 학습에 대한 흥미와 가치를 측정하는 데에 문항의 맥락이 어떠한 영향을 미치는지 를 탐색하기 위한 목적으로 수행되었다. 과학 교과의 특정 주제들을 구체적 맥락으로 제시하여 측정한 흥 미와 가치의 점수가 과학 교과라는 일반적 맥락에서 측정한 점수들과 얼마나 다른지, 성취도를 예측하는 데에 추가적으로 유용한지를 포함하여 문항 맥락의 효과를 개인 수준과 국가 수준에서 검토하였다. PISA2006 과학 자료를 활용하였으며, 주요 연구 결과는 다음과 같다. 첫째, 맥락 일반적 가치와 맥락 구 체적 가치 간의 상관이 맥락 일반적 흥미와 맥락 구체적 흥미 간의 상관보다 다소 높았다. 둘째, 구체적 맥락에서 측정한 가치는 일반적 맥락에서 측정한 가치를 통제한 후에도 학업성취도를 유의하게 예측하였 다. 셋째, 문항 맥락의 효과는 가치에서보다 흥미에서 큰 것으로 나타났다. 마지막으로, 맥락 일반적 측정 치와 맥락 구체적 측정치 간의 차이의 크기, 성취도와의 연합의 정도는 국가별로 다소 차이를 보였다.

목차

I. Introduction
II. Theoretical background
III. Methods
IV. Results
V. Concluding discussion
References

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