Title: Quality of measurement of the learning experience questionnaire for personal digital assistants
Authors: Lars-Erik Malmberg; Cassandra Woolgar; Andrew J. Martin
Addresses: Department of Education, University of Oxford, England, 15, Norham Gardens, OX2 6PY, Oxford, UK ' Department of Education, University of Oxford, England, 15, Norham Gardens, OX2 6PY, Oxford, UK ' Department of Education, University of Oxford, England, 15, Norham Gardens, OX2 6PY, Oxford, UK; The Faculty of Education and Social Work, University of Sydney, Education Building A35, NSW 2006, Australia
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.
Keywords: intrapersonal experiences; learning experience; multilevel SEM; structural equation modelling; personal digital assistants; PDAs; educational psychology; primary schools; primary education; motivation; behaviours; competency; beliefs; affect; data collection.
International Journal of Quantitative Research in Education, 2013 Vol.1 No.3, pp.275 - 296
Available online: 13 Nov 2013 *Full-text access for editors Access for subscribers Purchase this article Comment on this article