Dimensionality of writing attitude, strategic use, and confidence: an investigation on Grade 4 students in a largely Hispanic setting

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Reading and Writing Pub Date : 2023-12-26 DOI:10.1007/s11145-023-10499-z

引用次数: 0

Abstract

Writing attitude, strategy use, and confidence surveys help educators understand how students perceive writing and cope with writing challenges in schools. The dimensions (i.e., constructs reflected by survey items) of these surveys have been studied in general students in the U.S., and we investigated how these surveys would reflect the dimensions in Grade 4 students taught in a largely Hispanic setting. We conducted factor analyses and measurement invariant analyses to examine the dimensions in each survey and dimension consistencies between male and female and Hispanic and Non-Hispanic students. We found that attitude and strategy use are both unidimensional, and confidence can be divided into confidences in convention, ideation, and self-regulation. Strict measurement invariance evidence suggested same dimensions between male and female and Hispanic and Non-Hispanic students. Therefore, researchers can interpret results from each survey similarly across male and female and Hispanic and Non-Hispanic students.

查看原文本刊更多论文

写作态度、策略运用和自信心的维度：对以西班牙裔为主的四年级学生的调查

摘要写作态度、策略使用和信心调查有助于教育工作者了解学生如何看待写作以及如何应对学校中的写作挑战。这些调查的维度（即调查项目所反映的结构）已在美国的普通学生中进行过研究，我们研究了这些调查将如何反映在主要由西班牙裔学生任教的四年级学生中的维度。我们进行了因子分析和测量不变量分析，以研究每项调查中的维度，以及男女生、西班牙裔学生和非西班牙裔学生之间的维度一致性。我们发现，态度和策略的使用都是单维度的，而自信可分为习惯自信、思想自信和自我调节自信。严格的测量不变性证据表明，男女学生、西班牙裔学生和非西班牙裔学生的测量维度相同。因此，研究人员可以对男女学生、西班牙裔学生和非西班牙裔学生的调查结果进行类似的解释。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Reading and Writing Multiple-

CiteScore

5.20

自引率

16.00%

发文量

期刊介绍： Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.