A Rasch measurement model analysis of the Revised Approaches to Studying Inventory

Waugh, Russell F.; Addison, Patricia A.

doi:10.1111/j.2044-8279.1998.tb01277.x

Cited by 26 publications

(17 citation statements)

References 19 publications

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“…From these responses, 15 scales are produced which are subsequently grouped into six defining dimensions. Several studies have reported on the pyschometric properties of the RASI (Tait and Entwistle, 1996;Sadler-Smith and Tsang, 1998;Waugh and Addison, 1998; and generally, the RASI was found to give satisfactory scores of reliability and validity. Duff (2004, p. 65) concludes 'The measure, therefore, appears to have wide applicability for the specific facets of the ways individuals approach learning.…”

Section: Approaches To Studyingmentioning

confidence: 81%

Constructed gender, approach to learning and academic performance

Paver

Gammie

2005

Accounting Education

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This paper examines the relationship between constructed gender, approach to learning and academic performance for 121 final year students at the Robert Gordon University in Scotland. Data was collected from two cohorts of students, namely Accounting and Finance students and Business students. Constructed gender (gender identity) was measured using the Bem Sex Role Inventory (Bem, 1974, Journal of Consulting and Clinical Psychology, 42(2), pp. 155-162) and approach to learning was measured using the Revised Approaches to Studying Inventory (Entwistle and Tait, 1995, The Revised Approaches to Studying Inventory, Centre for Research on Learning and Instruction, Edinburgh: University of Edinburgh). The results found that neither biological gender nor constructed gender was related to academic performance. In respect of approaches to learning, the findings were similar for biological gender and constructed gender. Female students scored highly on the surface approach and this was the case for students with a feminine constructed gender. Statistically significant differences in academic performance were found for students who scored higher on the deep approach, strategic approach, academic self confidence dimension and metacognitive awareness dimension, although there was no significant negative correlation identified between adopting a surface approach and academic performance. Thus, approaches to learning would appear to explain more in terms of differences in academic performance than either constructed or biological gender.Biological gender, constructed gender, approaches to learning, academic performance,

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Section: Approaches To Studyingmentioning

confidence: 81%

Constructed gender, approach to learning and academic performance

Paver

Gammie

2005

Accounting Education

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“…In the first study, items with both Infit and Outfit MNSQ not in the range of 1.4 and 0.6 were considered muted or noised, and therefore poor fitting (Waugh and Addison 1998;Bond and Fox 2001). When items fit the model's expectation, the residuals (observed scores minus expected scores) should be randomly distributed (Hsueh et al 2004) (i.e., each other independent suitable for principal component analysis and not finding other dominants in the latent construct).…”

Section: Discussionmentioning

confidence: 98%

Using Rasch Analysis to Validate the Revised PSQI to Assess Sleep Disorders in Taiwan’s Hi-tech Workers

Chien

Hsu

Tai

et al. 2008

Community Ment Health J

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The Pittsburgh Sleep Quality Index (PSQI) is an effective instrument for measuring the quality of sleep in older adults. In this study, we used Rasch analysis to validate the items of the revised PSQI (SC_PSQI) that contribute to a single construct. A total of 3,742 workers agreed to participate in this study. Both the appropriateness of the scoring rubrics and the unidimensionality of the SC_PSQI scale were investigated. All nine items fit the model's expectations rather well. These results indicate that the SC_PSQI with a 0 to 2 scoring scale can be used as a unidimensionality to assess sleep quality.

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“…To achieve construct validity, the Rasch model (1960) was applied for analysis and the infit mean square (MNSQ) error values of the items were calculated to be between 0.95 and 1.18, which is between the suggested cutoffs of 0.6 and 1.4 (Linacre & Wright, 1994). In terms of reliability, the item separation reliability of the whole test was 0.95, which was above the suggested cutoff of 0.9 (Waugh & Addison, 1998). The validity and reliability were both within acceptable range.…”

Section: The Pisa Science Assessmentmentioning

confidence: 89%

Improving Students' PISA Scientific Competencies Through Online Argumentation

Tsai

2014

International Journal of Science Education

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A Rasch measurement model analysis of the Revised Approaches to Studying Inventory

Cited by 26 publications

References 19 publications

Constructed gender, approach to learning and academic performance

Constructed gender, approach to learning and academic performance

Using Rasch Analysis to Validate the Revised PSQI to Assess Sleep Disorders in Taiwan’s Hi-tech Workers

Improving Students' PISA Scientific Competencies Through Online Argumentation

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