MOCSE centered on students: Validation of learning demands and teacher support scales
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Altres documents de l'autoria: Doménech Betoret, Fernando; Gómez Artiga, Amparo; Abellán-Roselló, Laura; Rocaber Beut, Esperanza
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MOCSE centered on students: Validation of learning demands and teacher support scalesAutoria
Data de publicació
2020-10-02Editor
Frontiers MediaISSN
1664-1078Cita bibliogràfica
Doménech-Betoret F, Gómez-Artiga A, Abellán-Roselló L and Rocabert-Beút E (2020) MOCSE Centered on Students: Validation of Learning Demands and Teacher Support Scales. Front. Psychol. 11:582926. doi: 10.3389/fpsyg.2020.582926Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.582926/fullVersió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
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Based on The Educational Situation Quality Model (MOCSE, acronym in Spanish)
framework, the primary objective of this study is to test the factorial validity and
reliability of two MOCSE measure instruments referred ... [+]
Based on The Educational Situation Quality Model (MOCSE, acronym in Spanish)
framework, the primary objective of this study is to test the factorial validity and
reliability of two MOCSE measure instruments referred to the preactional-decisional
phase, specifically to learning demands and teacher supports perceived by students to
overcome such demands in the classroom context. The participants were 357 Spanish
undergraduate students. The data obtained by exploratory and confirmatory factor
analyses revealed that the “Learning Demands Scale” (MOCSE-LDS) has a two-factor
structure: perceived desirability and feasibility of demands. The data also revealed that
the “Teacher Support Questionnaire” (MOCSE-TSQ) is composed of ten independent
factors or subscales with good psychometric validity and reliability properties. Finally,
the Student’s t-test generally indicated that the constructs considered in the instruments
did not differ in gender terms. In short, the results obtained for the validity and reliability
of the two tested instruments were good. Thus, the application of instruments MOCSELDS and MOCSE-TSQ is satisfactorily supported by empirical data. The resulting scales
can be useful for researchers and teachers. On the one hand, this study provides
researchers with two valid and reliable tools that may contribute to investigate students’
motivation in the university classroom context based on MOCSE postulates. On the
other hand, the two tested instruments may provide teachers and school psychologists
with important information to implement preventive or intervention actions to improve
students’ intention to learn. Teachers may also use them to evaluate their own teaching
and to research their own classrooms. The implications for education according to
MOCSE postulates are discussed. [-]
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Front. Psychol. 11:582926Drets d'accés
info:eu-repo/semantics/openAccess
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