Development and Validation of the Test Takers’ Metacognitive Awareness Reading Questionnaire (TMARQ)

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dc.contributor.author Zhang, Limei en
dc.contributor.author Aryadoust, Vahid en
dc.contributor.author Zhang, Jun Lawrence en
dc.date.accessioned 2014-04-15T01:30:02Z en
dc.date.issued 2014-03 en
dc.identifier.citation The Asia-Pacific Education Researcher 23(1):37-51 Mar 2014 en
dc.identifier.issn 0119-5646 en
dc.identifier.uri http://hdl.handle.net/2292/21994 en
dc.description.abstract This article reports the development of the Test Takers’ Metacognitive Awareness Reading Questionnaire (TMARQ) which measures test takers’ metacognition in reading comprehension tests. The TMARQ comprises seven subscales: planning strategies, evaluating strategies, monitoring strategies, strategies for identifying important information, inference-making strategies, integrating strategies, and supporting strategies. In this article, a validity argument is laid out for the questionnaire by presenting content-referenced, substantive, and structural evidence of validity, which is primarily yielded through Rasch measurement and structural equation modeling. en
dc.language Eng en
dc.publisher Springer Singapore en
dc.relation.ispartofseries The Asia-Pacific Education Researcher en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.springer.com/gp/open-access/authors-rights/self-archiving-policy/2124?SGWID=0-40359-0-0-0 en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Development and Validation of the Test Takers’ Metacognitive Awareness Reading Questionnaire (TMARQ) en
dc.type Journal Article en
dc.identifier.doi 10.1007/s40299-013-0083-z en
pubs.issue 1 en
pubs.begin-page 37 en
pubs.volume 23 en
pubs.author-url http://link.springer.com/article/10.1007/s40299-013-0083-z en
pubs.end-page 51 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 405906 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 2243-7908 en
pubs.record-created-at-source-date 2013-12-09 en


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