Biomedical subjects

Russell F Waugh

Publications and source records attributed to Russell F Waugh.

5 recordsLinked to original sources

PubMed2005

An analysis of dimensionality using factor analysis (true-score theory) and Rasch measurement: what is the difference? Which method is better?

One often hears the question asked, "For questionnaire data measuring a variable, what difference does it make to use factor analysis/principal components analysis (true-score theory) or Rasch measurement in testing for dimensionality?" This paper reports both factor analysis and Rasch measurement analysis for two sets of data. One set of data measures social anxiety for primary school students (N=436, I=10) and the second measures attitude to mathematics for primary-aged students (N=774, I=10). For both sets of data, the factor analysis suggests that the scores are reliable, and that inferences can be made that are valid for measuring school anxiety and attitude to mathematics. For both sets of data analyzed with Rasch measurement techniques, the reliability of the measures, the dimensionality of the measures, and the initial conceptualisation of the items, are called into question. It suggests that one cannot make valid inferences from the measures that were initially set up for true-score theory. The Rasch analysis suggests that items intended to measure a variable should be initially developed on a conceptualized scale from easy to hard, and that students should answer the items from this perspective, so that the Rasch analysis of the data tests this conceptualisation, and a linear scale can be created based on a mathematical measurement model with consistent units (logits).

Anxiety Disorders↗

PubMed2003

Measuring attitudes and behaviors to studying and learning for university students: a Rasch measurement model analysis.

A Studying and Learning Scale was created using a model of Motivation (sets of ordered stem-items based on Striving for Excellence, Desire to Learn and Personal Incentives), with each item answered from three self-reported perspectives (an Ideal Self-view, a Capability Self-view, and a Studying and Learning Self-view). The response categories were the number of subjects studied. The stem-item sample was 23, each answered in three aspects, so each stem-item had three 'difficulties', making an effective item sample of 69. The person convenience sample was 372 students in education at an Australian university. The 69 items fit a Rasch measurement model and formed a scale in which the 'difficulties' of the items were ordered from 'easy' to 'hard' and the student measures of Studying and Learning were ordered from 'low' to 'high'. The person separation reliability was high at 0.94. The response categories were answered consistently and logically and the results supported many (but not all) of the conceptually ordered-by-difficulty item patterns. Students found it 'easy' to form a high view of How they would like to be, much 'harder' to form a high view of What they think they are capable of doing and even 'harder' to perform, at a high level, their Studying and Learning behavior for all stem-items, in accordance with the model.

Adult↗

PubMed2003

Measuring coping at a university using a Rasch model.

Coping with academic difficulties at a university was based on six aspects: Motivation and Planning, Friends and Planning, Studying and Planning, Emotions, Spiritual Help and Coping by Doing Nothing. Stem-items for each aspect were conceptually ordered by difficulty. Each of the stem-items was answered from three perspectives, Good Coping Strategies, Actual Coping Strategies, and Stress Reduction Strategies. The three response categories were No, not on any occasion this semester; Yes, on 1 to 3 occasions this semester, and Yes, on 4 or more occasions this semester. The convenience sample was 337 students studying education at an Australian university and data were analysed with a Rasch measurement model. A scale was created in which the difficulties of the items were ordered from easy to hard and the student measures of Coping were ordered from low to high. Coping by Doing Nothing and Using Spiritual Help stem-items didn't fit the measurement model and were deleted. This left an effective item sample of 21 (7 stem-items times 3). The proportion of observed student variance considered true was 0.88. The results supported the theory behind the construct of Coping as using Motivation and Planning, Friends and Planning, Studying and Planning, and Emotions, in which Expected Good Coping Strategies are easier than Actual Coping Strategies which, in turn, are easier than Stress Reducing Coping Strategies.

Adaptation, Psychological↗

PubMed2002

Creating a scale to measure motivation to achieve academically: linking attitudes and behaviours using Rasch measurement.

BACKGROUND: Motivation to Achieve Academically has been used in many educational and other studies in many countries and the large majority has not used an interval level scale based on a good theoretical model in which the items are linked to behaviour. AIMS: One, to create an interval level, unidimensional scale of Motivation, with attitude items linked to behaviour items, based on a conceptual model of Motivation, involving Striving for Excellence (Standards, Goals, Tasks, Effort, Values and Ability), Desire to Learn (Interest, Learning from Others and Responsibility for Learning), and Rewards (Extrinsic, Intrinsic and Social). Two, to analyse its psychometric properties using the Extended Logistic Model of Rasch (Andrich, 1988a, 1988b; Rasch, 1980/1960). Three, to investigate the structure and meaning of the scale. SAMPLE: The convenience person sample was 239 first-year students selected for three special entry programmes at an Australian university. The stem-item sample was initially 45, reduced to 24, that fitted the measurement model to form a valid and reliable scale. METHOD: Based on recent literature, a conceptual model of Motivation was devised and items written in line with the model. Data were collected by self-report questionnaire and analysed with the computer program Rasch Unidimensional Measurement Models (RUMM) (Andrich, Lyne, Sheridan, & Luo, 1998). A scale was created in which the Motivation measures were calibrated on the same scale as the item 'difficulties'. RESULTS: Twenty-four Motivation items fitted the model and were 'easier' than their corresponding behaviour items, as conceptualised. They formed an excellent scale in which the proportion of observed variance considered true was 0.93. Items from all aspects of the Motivation model named in the aims above, except Ability and Extrinsic Rewards, fitted the measurement model. CONCLUSION: The Rasch model and the RUMM computing program were very useful in creating a unidimensional, interval level scale of Motivation to achieve academically, with good psychometric properties.

Achievement↗

PubMed2002

Measuring self-reported studying and learning for university students: linking attitudes and behaviours on the same scale.

BACKGROUND: The relationships between self-reported Approaches to Studying and Self-concept, Self-capability and Studying and Learning Behaviour are usually studied by measuring the variables separately (using factor analysis and Cronbach Alphas) and then using various correlation techniques (such as multiple regression and path analysis). This procedure has measurement problems and is called into question. AIMS: To create a single scale of Studying and Learning using a model with subsets of ordered stem-items based on a Deep Approach, a Surface Approach and a Strategic Approach, integrated with three self-reported aspects (an Ideal Self-view, a Capability Self-view and a Studying and Learning Behaviour Self-view). SAMPLES: The stem-item sample was 33, all answered in three aspects, that produced an effective item sample of 99. The person convenience sample was 431 students in education (1(st) to 4(th) year) at an Australian university during 2000. METHOD: The latest Rasch Unidimensional Measurement Model Computer Program (Andrich, Lyne, Sheridan, & Luo, 2000) was used to analyse the data and create a single scale of Studying and Learning. RESULTS: Altogether 77 items fitted a Rasch Measurement Model and formed a scale in which the 'difficulties' of the items were ordered from 'easy' to 'hard' and the student measures of Studying and Learning were ordered from 'low' to 'high'. The proportion of observed student variance considered true was 0.96. The response categories were answered consistently and logically and the results supported many, but not all, the conceptualised ordering of the subscales. Students found it 'easy' to report a high Ideal Self-view, 'much harder' to report a high Capability Self-view, and 'harder still' to report a high Studying and Learning Behaviour for the stem-items, in accordance with the model, where items fit the measurement model. The Ideal Self-view Surface Approach items provided the most non-fit to the model. CONCLUSION: This method was highly successful in producing a single scale of Studying and Learning from self-reported Self-concepts, Self-capabilities, and Studying and Learning Behaviours, based on a Deep Approach, a Surface Approach and a Strategic Approach.

Achievement↗