Measurement and the Study of Motivation and Strategy Use: Determining If and When Self-report Measures are Appropriate

Main Article Content

Peggy Van Meter

Abstract

The goal of this special issue is to examine the use of self-report measures in the study of motivation and strategy use. This commentary reviews the articles contained in this special issue to address the primary objective of determining if and when self-report measures contribute to understanding these major constructs involved in self-regulated learning. Guided by three central questions, this review highlights some of the major, emergent themes regarding the use of self-report. The issues addressed include attention to evidence for construct validity, the need to consider broad methodological factors in the collection and interpretation of self-report data, and the innovations made possible by modern tools for administering and analyzing self-report measures. Conclusions forward a set of conditions for the use of self-report measures, which center on the role of theoretically-driven choices in both the selection of self-report measures and analysis of the data these measures generate.

Article Details

How to Cite
Van Meter, P. (2020). Measurement and the Study of Motivation and Strategy Use: Determining If and When Self-report Measures are Appropriate. Frontline Learning Research, 8(3), 174 - 184. https://doi.org/10.14786/flr.v8i3.631
Section
Articles

References

Chauliac, M., Catrysse, L., Gijbels, D., & Donche, V. (2020). It is all in the surv-eye: Can eye tracking data shed light on the internal consistency in self-report questionnaires on cognitive processing strategies? Frontline Learning Research, 8(3), 26–39. https://doi.org/10.14786/flr.v8i3.489

Durik, A., & Jenkins J. (2020). Variability in certainty of self-reported interest: Implications for theory and research. Frontline Learning Research, 8(3), 86–104. https://doi.org/10.14786/flr.v8i3.49

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153

Edwards, J. R., & Bagozzi, R. P. (2000). On the nature and direction of relationships between constructs and measures. Psychological Methods, 5(2), 155. https://doi.org/10.1037/1082-989X.5.2.155

Fryer, L. K., & Dinsmore, D. L. (2020). The promise and pitfalls of self-report: Development, research design and analysis issues, and multiple methods. Frontline Learning Research, 8(3), 1–9. https://doi.org/10.14786/flr.v8i3.623

Fryer, L. K., & Nakao, K. (2020). The future of survey self-report: An experiment contrasting Likert, VAS, slide, and swipe touch interfaces. Frontline Learning Research, 8(3), 10–25. https://doi.org/10.14786/flr.v8i3.501

Iaconelli, R., & Wolters, C. A. (2020). Insufficient effort responding in surveys assessing self-regulated learning: Nuisance or fatal flaw? Frontline Learning Research, 8(3), 105–127. https://doi.org/10.14786/flr.v8i3.521

Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741. https://doi.org/10.1037/0003-066X.50.9.741

Moeller, J., Dietrich, J., Viljaranta, J., & Kracke, B. (2020). Disentangling objective characteristics of learning situations from subjective perceptions thereof, using an experience sampling method design. Frontline Learning Research, 8(3), 63–85. https://doi.org/10.14786/flr.v8i3.529

Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. https://doi.org/10.1177/0013164493053003024

Rogiers, A.; Merchie, E., & van Keer, H. (2020). Opening the black box of students’ text-learning processes: A process mining perspective. Frontline Learning Research, 8(3), 40–62. https://doi.org/10.14786/flr.v8i3.527

van Halem, N., van Klaveren, C. P. B. J., Drachsler, H., Schmitz, M., & Cornelisz, I. (2020). Tracking patterns in self-regulated learning using students’ self-reports and online trace data. Frontline Learning Research, 8(3), 142-164. https://doi.org/10.14786/flr.v8i3.497

Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: state of the art and moving forward. Educational Psychology Review, 29(2), 269-299. https://doi.org/10.1007/s10648-017-9414-6

Vriesema, C. C., & McCaslin, M. (2020) Experience and meaning in small-group contexts: Fusing observational and self-report data to capture self and other dynamics. Frontline Learning Research, 8(3), 128–141. https://doi.org/10.14786/flr.v8i3.493

Zimmerman, B. J. (1990) Self-Regulated Learning and Academic Achievement: An Overview, Educational Psychologist, 25(1), 3-17, https://doi.org/10.1207/s15326985ep2501_2