Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

Reyna, J; Hanham, J; Vlachopoulos, P; Meier, P

Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

Reyna, J

Hanham, J Vlachopoulos, P Meier, P

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Publication Type:: Journal Article
Citation:: Australasian Journal of Educational Technology, 2019, 35 (5), pp. 128 - 152
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Reyna, J https://orcid.org/0000-0002-9909-0581	en_US
dc.contributor.author	Hanham, J	en_US
dc.contributor.author	Vlachopoulos, P	en_US
dc.contributor.author	Meier, P https://orcid.org/0000-0001-6911-3511	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Australasian Journal of Educational Technology, 2019, 35 (5), pp. 128 - 152	en_US
dc.identifier.uri	http://hdl.handle.net/10453/130845
dc.description.abstract	© 2019 Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure - six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners' experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies.	en_US
dc.relation.ispartof	Australasian Journal of Educational Technology	en_US
dc.relation.isbasedon	10.14742/ajet.4514	en_US
dc.subject.classification	Education	en_US
dc.title	Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	35	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	0906 Electrical and Electronic Engineering	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	35	en_US

Abstract:

© 2019 Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure - six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners' experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies.

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http://hdl.handle.net/10453/130845