出版社：Faculdade de Psicologia, Pontifícia Universidade Católica do Rio Grande do Sul
摘要：The current study presents the construction of an objective measure of deep approach (DA) and surface approach (SA) to learning. Answers to the questionnaire Escala de Abordagens de Aprendizagem from 716 middle school and high school students from a private school in Belo Horizonte, Brazil, were analyzed. Four Rasch models were compared, in order to obtain an objective measure. The multidimensional partial credit model presented the best fit. The item infits showed excellent fits (infits of .94 and 1.09). The reliability of the person separability was sufficient in SA (.77) and in DA (.87), and reliability was excellent for item separability (1.00). Results show the constrction of a learning approach's objective measurement. Behavioral scaling for the measure is presented, as well as the study's implications for the learning approaches theory.
关键词：Leaning approaches;Rasch;measure;scaling behavior.;Abordajes de aprendizaje;Rasch;medida;escalonamiento del comportamiento.;Abordagens de aprendizagem;Rasch;medida;escalonamento comportamental.
