In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2023-05-17 DOI:10.1080/00461520.2023.2208670

Gavin T. L. Brown, An-Qi Zhao

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引用次数: 4

Abstract

Abstract How learners understand, respond to, and value educational feedback has been researched with self-report inventories, in which respondents provide insights into how they understand and claim to use feedback. The validity of learner self-reports depends on the credibility of the measures for both reliability and validity. A systematic search of Scopus for studies post-1999 found 42 studies using multiple indicators, multiple causes (MIMIC) psychometric methods to measure participants’ perceptions of feedback, giving evidence of internal structure and finding relationships with one or more of self-regulation, self-efficacy, or achievement emotions. A detailed analysis was conducted for ten inventories that had high-quality psychometric properties. Agreeing that feedback was useful and/or was used was positively associated with greater academic outcomes. However, only one inventory provided evidence related to independently measured behaviors. Important directions for further research are identified, including the use of strong psychometric methods, independent validation measures, replication samples, and behavioral measures.

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为心理测量辩护:对当代自我报告反馈量表的系统回顾

学习者如何理解、回应和重视教育反馈已经通过自我报告清单进行了研究，受访者提供了他们如何理解和声称使用反馈的见解。学习者自我报告的效度取决于量表的信度和效度。对Scopus系统检索1999年后的研究发现，42项研究使用多指标、多原因(MIMIC)心理测量方法来测量参与者对反馈的感知，给出了内部结构的证据，并发现了与一种或多种自我调节、自我效能或成就情绪的关系。对十个具有高质量心理测量特性的量表进行了详细的分析。同意反馈是有用的和/或被使用与更好的学术成果呈正相关。然而，只有一个清单提供了与独立测量行为相关的证据。确定了进一步研究的重要方向，包括使用强大的心理测量方法，独立验证措施，复制样本和行为措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.