State scales in academic achievement: Validating measures of affect, learning experiences, and study-related appraisals

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-08-01 Epub Date: 2025-07-17 DOI:10.1016/j.lindif.2025.102749

Miriam Pfister , Melanie Naumann , Marie Hennecke , Veronika Brandstätter

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引用次数: 0

Abstract

We address the lack of validated measures of intraindividual variability in constructs relevant to academic achievement by presenting 13 state scales, categorized into three domains: affect (challenge and threat affect, general positive and negative affect, academic self-esteem), learning experiences (task enjoyment, task involvement, study success, and study failure), and study-related appraisals (study satisfaction, academic self-efficacy, challenge and threat construal). After a pilot study, we refined the scales using two experience sampling studies (N_Study1 = 243, N_Study2 = 306), each involving five daily measurements over ten days, a baseline assessment and grade collection. The final scales demonstrated good reliabilities (ω_w ≥ 0.65; ω_b ≥ 0.74) and effectively captured intraindividual variability (iSD = 0.48–1.08). Evidence for validity included correlations with trait measures and grades. Moreover, in Study 2, multivariate multilevel CFAs revealed substantial shared within-person variance among constructs within the same domain.

Educational relevance and implications statement

The pursuit of academic goals involves constant change, as students' affective states, and study-related appraisals vary in response to evolving situations, such as learning experiences. Measuring such intraindividual variability is critical to understanding the underlying processes that drive academic performance, but it is hampered by the lack of validated state measures. Addressing this issue, we developed 13 state scales and demonstrated their within- and between person reliability and validity. These state scales will facilitate understanding dynamic processes in academic achievement.

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学业成就的州量表：情感、学习经验和学习相关评价的验证措施

我们提出了13个状态量表，分为三个领域：情感（挑战和威胁影响，一般积极和消极影响，学业自尊），学习体验（任务享受，任务参与，学习成功和学习失败），以及与学习相关的评价（学习满意度，学业自我效能感，挑战和威胁解释），解决了缺乏与学业成就相关的构念中个体差异性的有效测量方法。在初步研究之后，我们使用两个经验抽样研究（NStudy1 = 243, NStudy2 = 306）改进了量表，每个研究涉及10天内的5次每日测量，基线评估和评分收集。最终量表具有良好的信度(ωw≥0.65；ωb≥0.74)，有效捕获个体内部变异（iSD = 0.48-1.08）。效度的证据包括与性状测量和等级的相关性。此外，在研究2中，多元多层cfa揭示了同一领域内结构之间的大量共享人内方差。教育相关性和含义陈述学术目标的追求涉及不断变化，因为学生的情感状态和与学习相关的评价会随着不断变化的情况而变化，例如学习经历。测量这种个体内部的可变性对于理解驱动学习成绩的潜在过程至关重要，但是由于缺乏有效的状态测量而受到阻碍。为了解决这个问题，我们开发了13个状态量表，并证明了它们在人与人之间的信度和效度。这些状态量表将有助于理解学业成就的动态过程。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).