Psychometric evaluation of the Student Authorship Questionnaire: a confirmatory factor analysis approach

Ballantine, Joan; Guo, Xin; Larres, Patricia McCourt

doi:10.1080/03075079.2013.835910

Cited by 14 publications

(31 citation statements)

References 28 publications

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“…The present research answers questions raised by Ballantine et al (2013). First, the SABAS improves the generalisability of the SAQ by presenting an alternative model designed to be applicable across disciplines.…”

Section: Convergent Validitymentioning

confidence: 84%

“…Although approaches to writing are an important consideration for writing instructors (Lavelle 2007), the SABAS model suggests that they are not a key attribute of authorial identity as a psychological construct. This is further supported by the differences between the SABAS model and the revised SAQ model proposed by Ballantine, Guo, and Larres (2013), which also included an authorial approach to writing factor.…”

Section: Convergent Validitymentioning

confidence: 91%

“…One analysis identified a three-factor model based on 12 of the 18 original SAQ items, which had substantially better psychometrics than the original SAQ (Ballantine, Guo, and Larres, 2013). However, that approach does not address the problems relating to the SAQ's item generation and content validity, as it used the same set of original items proposed by Pittam et al (2009)…”

Section: Introductionmentioning

confidence: 99%

“…This approach has been adopted in psychology (Elander et al 2010; Kinder and Elander 2012), accounting (Ballantine and Larres, 2012;Ballantine, Guo, and Larres 2013) and health (Maguire, Reynolds, and Delahunt, 2013). All of those studies used the only available questionnaire measure of authorial identity, the Student Authorship Questionnaire (SAQ) (Pittam et al 2009).…”

Section: Introductionmentioning

confidence: 99%

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Development and validation of the Student Attitudes and Beliefs about Authorship Scale: a psychometrically robust measure of authorial identity

Cheung

Stupple

Elander

2015

Studies in Higher Education

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One approach to plagiarism prevention focuses on improving students' authorial identity, but work in this area depends on robust measures. This paper presents the development of a psychometrically robust measure of authorial identity -the Student Attitudes and Beliefs about Authorship Scale. In the item generation phase, a pool of items was developed and assessed for content validity by subject matter experts. In the exploratory phase, data from 439 higher education students were used to identify a latent variable model with three factors: 'authorial confidence', 'valuing writing' and 'identification with author'. In the confirmatory phase, data from 306 higher education students were used to test the three-factor model's reliability and validity. The three-factor structure was confirmed, and the results showed the SABAS has a stronger psychometric basis than previously available measures. This measure of authorial identity can be used with confidence in research and pedagogy to help students improve their authorial identity.Keywords: plagiarism; authorial identity; academic writing; psychometrics; pedagogy IntroductionOne approach to reducing unintentional plagiarism is to improve students' authorial identity, so that they understand the role of the author better, and take a more authorial role in the production of their university assignments. This approach has been adopted in psychology (Elander et al. 2010; Kinder and Elander 2012), accounting (Ballantine and Larres, 2012;Ballantine, Guo, and Larres 2013) and health (Maguire, Reynolds, and Delahunt, 2013). All of those studies used the only available questionnaire measure of authorial identity, the Student Authorship Questionnaire (SAQ) (Pittam et al. 2009).This 18-item questionnaire has three scales measuring attitudes to authorship ('confidence in writing', 'understanding authorship', and 'knowledge to avoid 4 plagiarism') and three measuring approaches to writing ('top-down', 'bottom-up' and 'pragmatic').However, the SAQ has substantial psychometric limitations. First, its content validity is questionable, because the items were not systematically generated.Furthermore, the approaches to writing scales are not part of the core authorial identity construct, whereas other important aspects of authorial identity may have been omitted. Second, the six-factor structure may not be valid, for the Eigenvalue-over-one rule that was used to extract factors has been heavily criticised by measurement theorists (e.g., Zwick and Velicer 1986;Hayton, Allen, and Scarpello 2004;Velicer, Eaton, and Fava 2000). There were also multiple cross-loadings (i.e., items that loaded strongly onto more than one factor in the model), and items were only interpreted according to their highest loading, when in one case the difference between loadings was only .03 (Pittam et al., 2009). Third, internal consistency was poor, with Cronbach's (1951) alphas for three scales ranging from poor to moderate, and three other scales with only two items each where Cronbach's alpha was not report...

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Section: Convergent Validitymentioning

confidence: 84%

Section: Convergent Validitymentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Development and validation of the Student Attitudes and Beliefs about Authorship Scale: a psychometrically robust measure of authorial identity

Cheung

Stupple

Elander

2015

Studies in Higher Education

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“…For the first goal, the structure, reliability and validity of the survey was checked by means of an Exploratory Factor Analysis (EFA) of the internal structure of the answers to the survey, followed by a Confirmatory Factor Analysis (CFA) conducted to examine the stability of the exploratory factor structure according to a widespread method (Ballantine, Guo, & Larres, 2015;Hair, Black, Babin, Anderson, & Tatham, 2010;Xiong, So, & Toh, 2015). The sample was divided randomly into two halves for each analysis.…”

Section: Quantitative Analysis Of the Students' Surveymentioning

confidence: 99%

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

et al. 2018

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Cómo referenciar este artículo/how to reference this article:Riera, J.; Ardid, M.; Gómez-Tejedor, J.A.; Vidaurre, A. & Meseguer-Dueñas, J.M. (2018). Students' perception of auto-scored online exams in blended assessment: feedback for improvement. Educación XX1, 21(2), 79-103, doi: 10.5944/educXX1.19559 Riera, J.; Ardid, M.; Gómez-Tejedor, J.A.; Vidaurre, A. & Meseguer-Dueñas, J.M. (2018). Percepción de los estudiantes acerca de los exámenes online con corrección automática en una evaluación mixta: retroalimentación para la mejora. Educación XX1, 21(2), 79-103, doi: 10.5944/ educXX1.19559 ABSTRACT Development of the information and communication technologies has led to an increase in the use of Computer Based Assessment (CBA) in higher education. In the last decade, there has been a discussion on online versus traditional pen-and-paper exams. The aim of this study was to verify whether students have reserves about auto-scored online exams, and if that is the case, to determine the reasons. The study was performed in the context of a blended assessment in which 1200 students were enrolled on a first-year physics university course. from interviews with students. Three factors (labelled 'F1-Learning,' 'F2-Use of Tool,' and 'F3-Assessment') emerged from the quantitative analysis of the survey, and an additive scale was established. We found significant differences in the 'F3-Assessment' factor compared to the other two factors, indicating a lower acceptance of the tool for student assessment. It seems that even though students are used to computers, they have a lack of confidence in online exams. We carried out an in-depth survey on this topic in the form of an open-ended question and by interviewing a small group of 11 students to confer strength and nuance to the quantitative results of the survey. Although their comments were positive in general, especially on ease-of-use and on its usefulness in indicating the level achieved during the learning process, there was also some criticism of the clarity of questions and the strictness of the marking system. These two factors, among others, could have been the cause of the worse perception of F3-Assessment and the origin of the students' reluctance towards online exams and automatic scoring. KEYWORDSHigher Education; Feedback (Response); Student Surveys; Interviews; Alternative Assessment; Statistical Analysis. RESUMENEl desarrollo de las tecnologías de la información y la comunicación ha producido un incremento del uso de la Computer Based Assessment (CBA, evaluación basada en ordenadores). en la educación superior. En la última década, ha habido un debate sobre los exámenes online vs los escritos tradicionales. El objetivo del presente estudio ha sido verificar si los estudiantes tienen prejuicios sobre los exámenes online con corrección automática, y si ese es el caso, determinar los motivos. El estudio se realizó en el contexto de una evaluación mixta que implicó a 1200 estudiantes matriculados en una asignatura de física de primer curso universitario. De ent...

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Preservice Teachers’ Perception of Plagiarism: A Case from a College of Education

Romanowski

2021

J Acad Ethics

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Few studies examine plagiarism in a Middle Eastern context, specifically from the perspectives of preservice teachers. As future gatekeepers of academic integrity, preservice teachers need to understand plagiarism. This study surveyed 128 female preservice teachers in one university in the Gulf Cooperation Council (GCC) countries. The survey explores preservice teachers regarding their understandings and reasons for academic plagiarism and their responses to particular scenarios. Findings indicate that preservice teachers have a thorough comprehension of plagiarism and suggest a lack of knowledge of citing sources, weak writing skills, a lack of time, and not knowing the research process as reasons for plagiarism. Informants' responses to six scenarios are presented to illustrate their perspectives further. Discussion addresses language and cultural issues to contextualize the study.

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Psychometric evaluation of the Student Authorship Questionnaire: a confirmatory factor analysis approach

Abstract: This research provides new insights into the measurement of students' authorial identity and its potential for minimising the incidence of unintentional plagiarism by providing evidence about the psychometric properties of the Student Authorship Questionnaire (SAQ) (Pittam et al., 2009)

Cited by 14 publications

References 28 publications

Development and validation of the Student Attitudes and Beliefs about Authorship Scale: a psychometrically robust measure of authorial identity

Development and validation of the Student Attitudes and Beliefs about Authorship Scale: a psychometrically robust measure of authorial identity

Students’ Perception of Auto-Scored Online Exams in Blended Assessment: Feedback for Improvement

Preservice Teachers’ Perception of Plagiarism: A Case from a College of Education

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