Quality of measurement of the learning experience questionnaire for personal digital assistants Online publication date: Tue, 29-Apr-2014
by Lars-Erik Malmberg; Cassandra Woolgar; Andrew J. Martin
International Journal of Quantitative Research in Education (IJQRE), Vol. 1, No. 3, 2013
Abstract: In addition to interpersonal (between-person, self-beliefs, and traits) academic motivations, behaviours, beliefs and affect, there is in educational psychology an increased interest in intrapersonal (situation-specific, events, and states) experiences of how such learning processes unfold in real-time. We used electronic questionnaires in personal digital assistants (PDAs) to investigate primary school students' (year 5 and 6) situation-specific sources of motivation, behaviours, competence beliefs and affect, during an average of 15.4 experiences in one week (SD = 4.7; Range = 234; nstudents = 323; nexperiences = 4,972). The learning experience questionnaire (LEQ) included 19 items measuring 9 constructs. Multilevel confirmatory factor analysis (MCFA) provided support for structural validity of intrapersonal constructs and convergence with external validity measures. We discuss the utility of PDAs for collecting real-time data in schools.
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