The purpose of this study was to establish the factorial construct validity and dimensionality of the Metacognitive Orientation Learning Environment Scale – Science (MOLES-S) which was designed to measure the metacognitive orientation of science classroom learning environments. The metacognitive orientation of a science classroom learning environment is the extent to which psychosocial conditions that are known to enhance students’ metacognition are evident within that classroom. The development of items comprising this scale was based on a theoretical understanding of metacognition, learning environments and the development of previous learning environments instruments. Four possible hypothesized structure models, each consistent with the literature, were reviewed and their merits were compared on the basis of empirical data drawn from two populations of 1026 and 1223 Hong Kong secondary school students using confirmatory factor analysis procedures. The scale was calibrated using the Rasch rating scale model using data from the 1223 student sample. The results suggest that there is strong evidence to support the factorial construct validity of the MOLES-S but that, on the basis of the Rasch analysis, there are still suggestions for further refinement and improvement of the MOLES-S. Copyright © 2004 Journal of Applied Measurement.
|Journal||Journal of Applied Measurement|
|Publication status||Published - 2004|
CitationThomas, P. G. (2004). Dimensionality and construct validity of an instrument designed to measure the metacognitive orientation of science classroom learning environments. Journal of Applied Measurement, 5(4), 367-384.
- Secondary Education
- Educational Evaluation
- Alt. title: 為測量科學課堂學習環境的元認知取向而設計的工具的多向度和建構效度