Developing and validating a media literacy self-evaluation scale (MLSS) for elementary school students

 開發並驗證適用於小學生的媒體素養自我評估量表

摘要

The arrival of new media technology has the potential to radically change education. It has become important for both academics and practitioners to understand the behavioural intentions of students towards media technology. Many scales have been developed to measure the attitudes of secondary students towards the usage of media technology. However, few scales have been developed to assess media literacy in primary school students. To develop a validated scale for the media literacy of elementary school students, the Media Literacy Selfassessment Scale (MLSS) was adopted and modified in this study and then validated using a sample (N=594) of students from Taiwan. The MLSS is a two-factor scale that measures learning with media (LWM) and media communication & ethics (MCE); these components have been proposed to constitute the multidimensional constructs. A confirmatory factor analysis was performed on a proposed nine-item model of the MLSS, and it was found the model provides a good fit. Gender and grade comparisons of the results are discussed. Educational implications and suggestions for future research are also provided. 

作者關鍵字

Confirmatory Factor Analysis; Media Literacy Self-assessment Scale (MLSS); Scale Validation; Taiwanese Elementary School Students

項目	內容摘要	翻譯
研究目的	To develop and validate the Media Literacy Self-Evaluation Scale (MLSS) to measure the media literacy of Taiwanese elementary school students.	開發並驗證媒體素養自我評估量表（MLSS），以測量台灣小學生的媒體素養能力。
研究問題	1. What are the key components of media literacy for elementary school students?2. Is the MLSS a valid and reliable tool for assessing media literacy?	1. 小學生媒體素養的核心構成是什麼？2. MLSS是否為一個有效且可靠的媒體素養評估工具？
研究方法	- Participants: 594 elementary school students in Taiwan (grades 5 and 6).- Tools: MLSS with two factors: Learning with Media (LWM) and Media Communication & Ethics (MCE).- Analysis: Exploratory and confirmatory factor analysis (EFA, CFA).	- 參與者：594名台灣小學生（五、六年級）。- 工具：包含兩個因素的MLSS：媒體學習（LWM）及媒體交流與倫理（MCE）。- 分析方法：探索性及驗證性因素分析（EFA、CFA）。
主要結果	1. The MLSS identified two factors: Learning with Media (49.34% variance) and Media Communication & Ethics (8.27% variance).2. The scale demonstrated high reliability (Cronbach's α = 0.9).3. Female students scored higher than males on both subscales.	1. MLSS確定了兩個因素：媒體學習（解釋49.34%變異）與媒體交流與倫理（解釋8.27%變異）。2. 量表顯示出高可靠性（Cronbach's α = 0.9）。3. 女生在兩個分量表的得分均高於男生。
研究限制	- Focused on Taiwanese elementary school students.- Short age range (12-13 years old).- Sampling bias due to voluntary participation.	- 僅聚焦於台灣小學生。- 年齡範圍有限（12至13歲）。- 因志願參與可能存在抽樣偏差。
未來研究方向	1. Validate the MLSS in diverse cultural and educational contexts.2. Expand the study to include younger or older students.3. Explore the use of MLSS to measure media literacy changes over time.	1. 在不同文化及教育背景中驗證MLSS的有效性。2. 擴展研究範圍至年齡較小或較大的學生群體。3. 探討使用MLSS測量媒體素養隨時間變化的可能性。

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Chang, C.-S., Liu, E. Z.-F., Lee, C.-Y., Chen, N.-S., Hu, D.-C., & Lin, C.-H. (2011). Developing and validating a media literacy self-evaluation scale (MLSS) for elementary school students. Turkish Online Journal of Educational Technology, 10(2), 63–71. Retrieved from https://www.researchgate.net/publication/232716607_Developing_and_validating_a_media_literacy_self-evaluation_scale_MLSS_for_elementary_school_students

THE SURVEY STUDY OF MATHEMATICS MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MMSLQ) FOR GRADE 10–12 TAIWANESE STUDENTS

 台灣高一至高三學生數學學習動機與策略問卷調查研究

摘要

This study draws attention in understanding senior high and vocational school students' mathematics learning motivation and strategies. While Taiwan students have good mathematics performance in international competition but they have low confidence in learning mathematics well. Two questionnaires about motivation and learning strategies were developed based on Motivational Strategies for Learning Questionnaire (MSLQ), and were issued to 1,282 participants. The results show that the students have weak motivation and a less usage rate of learning strategies in learning mathematics. Besides, the result showed that the students went to cram school showed higher motivation for learning mathematics, and the students went to cram school also used learning strategies better than the students didn't go to cram school. Also, male students showed higher motivation for learning mathematics, and male students also used learning strategies better than female students.

作者關鍵字

Adaptation of MSLQ; Confirmatory factor analysis; Learning strategies; Motivation; MSLQ

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study investigates the mathematics learning motivation and strategies of senior high and vocational school students in Taiwan, focusing on the impact of cram school attendance and gender differences.	本研究探討台灣高中及職業學校學生的數學學習動機與策略，特別聚焦於補習參與及性別差異的影響。
研究方法	A questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 1,282 students in Miaoli County. Statistical analyses such as t-tests and factor analysis were used.	本研究採用改編自「學習動機與策略問卷」(MSLQ) 的調查問卷，對苗栗縣1,282名學生進行調查，並採用t檢定和因子分析等統計方法進行分析。
主要結果	1. Students attending cram schools showed higher motivation and better use of learning strategies.2. Male students had higher motivation and used more effective strategies than females.3. Time management and internet use were underutilized by all students.	1. 參與補習的學生在動機與學習策略使用上表現較好。2. 男生在學習動機和策略的使用上優於女生。3. 所有學生在時間管理與網路使用方面使用不足。
討論與建議	Teachers should focus on building students’ confidence, particularly among females. Providing guidance on time management and the effective use of online resources is crucial.	教師應注重建立學生的自信心，尤其是女生。同時，應指導學生如何有效管理時間及利用網路資源。
未來研究方向	1. Investigate the long-term impact of cram schools on academic performance.2. Explore cultural influences on learning strategies.3. Study interventions to improve female students’ confidence and strategy use.	1. 探討補習對學業表現的長期影響。2. 探索文化對學習策略的影響。3. 研究提升女生自信心與策略使用的干預措施。

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Liu, E. Z.-F., & Lin, C.-H. (2010). The survey study of mathematics motivated strategies for learning questionnaire (MMSLQ) for grade 10–12 Taiwanese students. The Turkish Online Journal of Educational Technology, 9(2), 221–233. Retrieved from http://www.tojet.net/articles/v9i2/9223.pdf