چکیده:
The college learning effectiveness inventory (CLEI), a new assessment tool identifying personal variables important to college student success, was constructed using empirical approaches grounded in a conceptual model. The purpose of this study is the examination of validity and reliability of college learning effectiveness inventory, CLEI (Kim, 2008), in the Iranian students population. The questionnaire is administrated on the 400 students of Islamic Azad University of Dezful branch. The psychometric properties are determined by the appropriate statistical methods. The Alpha coefficients estimated in the four subscales between 0.68 and 0.79. The results of the exploratory and confirmatory factor analysis revealed that the model of six scales of the questionnaire have an acceptable fit to the data. In the basis of the calculated psychometrics properties, this instrument (college learning effectiveness inventory, CLEI) can be used by academic counselors and advisors for determining learning weaknesses and strengths in the students learning.
خلاصه ماشینی:
Investigation of Psychometric Indices of the College Learning Effectiveness Inventory (CLEI) 1 Saeed Moshtaghi** Date of Receipt: 1392/07/18 Date of Acceptance: 1392/02/16 Abstract The College Learning Effectiveness Inventory (CLEI) is a new tool for determining individual variables that influence the academic success of students, which has been developed based on empirical approaches around a conceptual model.
In this review process, three criteria were used: 1) Clarity of the items and their relevance to university students, 2) accuracy and suitability with the operational definitions of the six categories, and 3) placement and consistency of the items on a 5-point Likert scale, where a score of 1- K-State Comprehensive Assessment Tools 2- Kansas State Research Foundation 3- Health Behaviors Assessment 4- Personal Attributes and Social Support Inventory 5- Fred Newton 6- motivation 7- self-concept 8- study habits 9- emotions 10- suport 11- involvement 1 indicated a very high level of positive behavior, and a score of 5 indicated a very low level of negative behavior.
Additionally, they identified the limitations and problems of CLEI and, based on empirical studies and feedback received from students, found that the number of questionnaire items was too high and some of them should be removed so that the time required to complete the scales would be reduced without decreasing its psychometric indices (Newton et al.
(2010) on 597 students at Midwestern University 1, which has more than twenty thousand students, the six-scale CLEI tool was validated through exploratory and confirmatory factor analysis, and the effectiveness of this tool for examining individual differences affecting academic learning was supported.
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