学习风格偏好(学习风格指数,ILS,1997)问卷对11-15岁西班牙学生文化和认知特征的适应性和验证

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Maríaluz Diago-Egaña, Ana Isabel Manzanal-Martínez, Patricia González-González, S. Quirós-Alpera, Paola Perochena-González
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引用次数: 0

摘要

介绍学习风格指数(ILS)是一份问卷,旨在评估学生对学习方式的偏好。它最初是用英语为大学生设计的。本工作的目的是将ILS问卷改编为西班牙语,并验证改编后的版本,同时考虑到接受者(即11-15岁的西班牙学生)的文化特征和认知水平。方法我们使用涉及专家意见的Delphi方法进行内容验证,并使用Brown和Maydeu-Olivares模型(项目响应理论中的一种方法)进行结构验证(该模型推荐用于强制选择项目)。后果我们在数据清理过程中找到了新的项目,而在之前的研究中,使用经典因素分析遗漏了这些项目。模型的全局拟合结果显示,原始问卷中的44个项目中有32个在各种指数(RMSEA、CFI、X2等)中显示出最佳值,因此该工具可用于识别西班牙青少年的学习风格偏好。讨论Brown和Maydeu-Olivares模型考虑了强迫选择项目的性质,这是首次将其应用于ILS问卷。这种验证程序是新颖的,被证明是这类项目问卷的最佳验证方法。对ILS问卷的兴趣在于它所评估的维度,它为教师和学生提供了关于学习偏好的信息,以更好地进行心理教育导向,并设计更个性化的教育干预措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Adaptation and validation of the Preferences of Learning Styles (Index of Learning Styles, ILS, 1997) questionnaire to the cultural and cognitive characteristics of Spanish students aged 11-15 years
Introduction. The Index of Learning Styles (ILS) is a questionnaire created to assess students’ preferences regarding how they learn. It was originally designed in English for university students. The objective of the present work is to adapt the ILS questionnaire to Spanish and validate this adapted version, taking into account the cultural characteristics and cognitive level of the recipients, namely Spanish students aged 11–15. Method. We used the Delphi method involving expert opinions for content validation and the Brown and Maydeu-Olivares model, an approach from the Item Response Theory, for construct validation (this model is recommended for forced-choice items). Results. We located new items in the data scrubbing process, which in previous research were missed using classical factor analysis. The results for the global fit of the model show that 32 of the 44 items in the original questionnaire, display optimal values in various indices (RMSEA, CFI, X2, among others), and so this instrument can be used to identify learning style preferences in Spanish adolescents. Discussion. The Brown and Maydeu-Olivares model takes into account the nature of forced-choice items and this is the first the first time it has been applied to the ILS questionnaire. This validation procedure is novel and proves to be an optimal validation method for questionnaires with this type of items. The interest in the ILS questionnaire is due to the dimensions it assesses, which provide teachers and students with information about learning preferences for better psycho-pedagogical orientation and for the design of more personalized educational interventions.
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来源期刊
Revista Complutense de Educacion
Revista Complutense de Educacion EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
6.20%
发文量
46
审稿时长
8 weeks
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