期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2016
卷号：28
期号：1
页码：94-101
出版社：International Society for Exploring Teaching and Learning
摘要：The development of the 21-item Learner Awareness Levels Questionnaire (LALQ) was carried out using data from three separate studies. The LALQ is a self-reporting questionnaire assessing how and why students learn. Study 1 refined the initial pool of items to 21 using exploratory factor analysis. In Study 2, the analysis showed evidence for a four-factor solution (Survival, Establishing Stability, Approval, and Love of Learning). Results of the structural equation modelling and confirmatory factor analysis in Study 3 provided further support for the results obtained from Study 2 and also indicated a higher order Learner Awareness factor. Internal consistency for the four factors was within an acceptable range. The results of Study 3 showed that the questionnaire appeared to be a reliable instrument to measure how and why students learned because the structural equation model fit the questionnaire data well and the confirmatory factor analysis had good fit indices within an acceptable range
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