Rasch 측정모형 적용을 통한 영어 읽기 동기 측정 도구 타당화 연구
Validating an English reading motivation scale using the Rasch measurement model.
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초록
The purpose of this study is to validate a questionnaire using the Rasch measurement model in an attempt to investigate the motivational factors influencing high school students’ English reading behaviors. An English reading motivation questionnaire was developed and modified based on Mori’s work. Data were obtained from a total of 550 high school students and then analyzed using WINSTEPS to evaluate validity and reliability of the instrument. The results can be summarized as follows. First, the study identified 9 invalid factors. Third, the results of principle component analysis of standardized residuals displayed that the amount of variance items based on the fit statistics and the point measure correlation coefficient. Second, the category statistics showed that 5subscales of the instrument statistically function well and it was indicated that a 5-point Likert scale would be appropriate to measure L2 reading motivational accounted for by the Rasch model was 24.9%, indicating the reading motivation in English would be multi-dimensional. Finally, 8 differential item functions for gender were detected. The findings suggest that the Korean version of English reading motivation scale should be modified for improvement.
Abstract
The purpose of this study is to validate a questionnaire using the Rasch measurement model in an attempt to investigate the motivational factors influencing high school students’ English reading behaviors. An English reading motivation questionnaire was developed and modified based on Mori’s work. Data were obtained from a total of 550 high school students and then analyzed using WINSTEPS to evaluate validity and reliability of the instrument. The results can be summarized as follows. First, the study identified 9 invalid items based on the fit statistics and the point measure correlation coefficient. Second, the category statistics showed that 5subscales of the instrument statistically function well and it was indicated that a 5-point Likert scale would be appropriate to measure L2 reading motivational factors. Third, the results of principle component analysis of standardized residuals displayed that the amount of variance accounted for by the Rasch model was 24.9%, indicating the reading motivation in English would be multi-dimensional. Finally, 8 differential item functions for gender were detected. The findings suggest that the Korean version of English reading motivation scale should be modified for improvement.
참고문헌 (25)
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