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Psychometrické vlastnosti a schopnost predikce učebních výsledků u dotazníků strategií učení se ...

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VLČKOVÁ, Kateřina, Kateřina ŠVEJDÍKOVÁ and Iva HUDEČKOVÁ. Psychometrické vlastnosti a schopnost predikce učebních výsledků u dotazníků strategií učení se cizímu jazyku v českém prostředí (Psychometric properties of foreign language learning strategy inventories and their predictive power on achievement in Czech conditions). In Konference České asociace pedagogického výzkumu (ČAPV) 2013. 2013.
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Original name Psychometrické vlastnosti a schopnost predikce učebních výsledků u dotazníků strategií učení se cizímu jazyku v českém prostředí
Name in Czech Psychometrické vlastnosti a schopnost predikce učebních výsledků u dotazníků strategií učení se cizímu jazyku v českém prostředí
Name (in English) Psychometric properties of foreign language learning strategy inventories and their predictive power on achievement in Czech conditions
Authors VLČKOVÁ, Kateřina, Kateřina ŠVEJDÍKOVÁ and Iva HUDEČKOVÁ.
Edition Konference České asociace pedagogického výzkumu (ČAPV) 2013, 2013.
Other information
Original language Czech
Type of outcome Presentations at conferences
Field of Study 5.3 Education
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
Organization Pedagogická fakulta - Repository
Keywords (in Czech) strategie učení; psychometrické vlastnosti inventářů; cizí jazyk; gymnázia; SILL; LASSI; LSUS
Keywords in English learner strategies; psychometrical properties of inventories; foreign language; upper secondary comeprehensive schools in Czech Republic; SILL; LASSI; LSUS
Links GAP407/12/0432, research and development project.
Changed by Changed by: RNDr. Daniel Jakubík, učo 139797. Changed: 29. 3. 2014 00:51.
Abstract
lt; 0,05: nejsilněji u SILL/LSUS (R = 0,66), méně u LASSI/LSUS (R = 0,43) a LASSI/ SILL (R = 0,41). Reliabilita byla nejvyšší u SILL (alfa = 0,91, 72 položek), poté LSUS (alfa = 0,91, 89 položek) a LASSI (alfa = 0,82, 80 položek). U všech inventářů byla vyšší pro muže. Pořadí administrace nástroje mělo vliv na reliabilitu. Nejlépe predikoval vzdělávací výsledky LASSI. Korelace se známkou byla signifikantní u všech nástrojů (p = 0,05), se sebehodnocením znalosti jazyka pouze u LASSI (R = 0,34, p = 0,05), který měří nejvýrazněji metakognici. Tento příspěvek vznikl v rámci projektu GAP407/12/0432 Strategie učení se cizímu jazyku a výsledky vzdělávání: Analýza shluků a sekvencí strategií financovaném Grantovou agenturou České republiky. Autorky děkují za poskytnutou podporu.
Abstract (in English)
Foreign language learning strategies (FLLS) are an important concept in theory, research of second language acquisition, language learning and teaching. For measuring declared FLLS use, inventories based on previous inductive research from early stages of FLLS research were developed. This study compares psychometric qualities of 3 mainly used FLLS inventories: SILL – Strategy Inventory for Language Learning (Oxford 1990), LSUS – Language Strategy Use Survey (Cohen, Oxford, Chi 2002), and LASSI – Learning and Study Strategies Inventory (Weinstein, Schulte, Palmer 2002). These inventories were translated and adapted for Czech conditions (SILL: Vlčková 2007, LASSI: Hudečková 2012), one was partially standardized (LUSC: Vlčková, Přikrylová 2011). All three inventories were completed in a random order one week after each other by the same 126 students (17-18 years old) from upper secondary comprehensive schools in 2012. The FLLS use was x = 3.02 (SD = .41) for SILL on 5-point scale; x = 2.66 (SD = .31) for LSUS on 4-point scale; and x = 2.77 (SD = .28) for LASSI on 5-point scale. Regarding concurrent validity, the scores of strategy use of all three inventories were inter-correlated. The strongest correlation were between SILL and LSUS (R = .66). Reliability coefficient Cronbach s alpha reached an acceptable level for all the inventories: .91 for SILL (with 72 items), .91 for LSUS (89 items), and .82 for LASSI (80 items). The order of administration of inventories affected the reliability. Predictive power of the inventories for students achievement was the best at LASSI: Correlation of strategy use score with school mark was significant for all three inventories - positive for SILL (R = -.20) and LSUS (R = -.20), and negative for LASSI (R = .22) – students with worse marks used strategies more. Correlation of strategy score with self-assessment of the language competence were significant only for LASSI (R = .34), not for SILL and LSUS.
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  • a concrete person Mgr. Ľuboš Lunter, uco 143320
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