In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
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h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.4,
D
ece
mbe
r
201
8,
pp.
2
6
4
~
2
6
9
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
.v7
i
4.15
3
7
6
264
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
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s
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x
.
p
hp/IJ
ERE
/
Item A
nalysis f
o
r the A
d
apte
d M
o
tivation Scale Using
R
a
sch M
o
del
Ng Sar Ee
1
, Kee Jiar
Yeo
2
,
A
z
li
n
a
b
t M
o
hd Kosn
in
3
1
L
a
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uage
D
epart
m
en
t,
I
nsti
tu
t P
e
n
d
id
ik
an G
uru
Kam
p
u
s
T
em
eng
g
o
n
g
I
b
r
a
h
im
,
J
o
h
o
r
,
M
al
a
y
s
i
a
2
, 3
S
c
hoo
l
of
E
d
u
cat
io
n,
U
ni
versiti
T
ekno
lo
g
i
M
alay
sia,
M
alay
sia
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
A
ug
4,
201
8
Re
vise
d S
e
pt 2
0,
201
8
Ac
ce
p
t
ed
Oc
t
5
, 2
0
18
Th
is
s
t
u
d
y
m
eas
ured
v
al
id
ity
a
nd
rel
i
abil
ity
o
f
a
n
a
dapt
ed
m
oti
v
a
t
i
on
s
cale
us
ed
i
n
seco
nd
l
a
ng
uage
l
ea
rnin
g.
T
he
I
ntegrat
i
v
e
a
n
d
I
ns
trum
en
tal
m
o
tivat
ion
(IIM)
was
devel
o
ped
bas
e
d
on
t
w
o
o
ri
ent
a
t
i
ons
o
f
m
o
t
iv
ati
on,
which
were
i
nt
egrat
i
ve
m
o
t
ivat
io
n
and
inst
ru
mental
m
o
tivation
.
IIM
w
as
us
ed
t
o
id
en
t
i
fy
s
tu
den
t
s’
l
ev
el
o
f
m
o
t
i
vation
t
o
ward
s
l
earnin
g
C
h
i
n
e
s
e
lan
g
u
a
ge
a
s
a
secon
d
l
ang
u
ag
e
(CLS
L
)
i
n
n
a
ti
on
al
s
cho
o
l
.
T
he
s
t
ud
y
pres
ent
e
d
em
piri
cal
e
vi
den
ce
o
f
v
ali
d
i
t
y
an
d
rel
i
abili
t
y
usi
ng
the
Rasch
M
o
d
e
l.
P
il
o
t
s
tudy
was
co
nd
ucted
i
n
a
n
ati
onal
s
c
ho
ol
w
hich
h
as
s
tu
de
nt
s
enro
ll
ed
f
or
t
he
C
LSL
cl
ass
.
T
here
w
ere
29
s
tu
den
t
s
in
t
his
pil
o
t
s
tu
dy
.
D
a
ta
was
anal
yzed
u
si
ng
W
INSTEPS
v
e
rsio
n
3
.
7
2
.3
.
Th
e
result
sh
owed
t
he
reli
abilit
y
o
f
t
h
e
m
o
ti
vatio
n
scale
i
s
0
.
8
7
bas
e
d
on
C
ro
nb
a
c
h
’
s
a
l
p
h
a
.
T
h
e
con
s
t
r
uct
validity
w
as
d
et
ermined
by
P
T
-m
eas
ure
co
rrelat
i
on
v
al
ue
(
PMC)
rang
e
f
r
o
m
0
.
71
to
0
.
8
6,
i
n
f
it
a
nd
o
ut
fit
M
N
SQ
b
etw
een
0
.
5
3
to
1.
43
and
ZST
D
r
an
ge
f
rom
-1
.1
t
o
1
.
2
.
I
n
u
n
i
d
imen
si
o
n
al
m
eas
ure,
r
a
w
v
ar
i
a
n
ce
exp
l
ai
ned
was
at 6
6.
4%
wit
h th
e
un
expl
ani
n
ed
vari
a
nce i
n
t
he
f
i
rst f
acto
r
was
at
1
3.
6%
.
F
i
na
l
l
y
t
h
e
fit
st
ati
s
ti
c
s
s
ho
wed
t
h
a
t
p
erso
n
s
e
p
a
rat
i
o
n
i
n
d
e
x,
2
.
79
was
co
ns
idered
g
oo
d
a
n
d
it
em
s
eparati
o
n
i
n
d
e
x,
1
.8
1w
as
i
n
acce
p
t
a
bl
e
rang
e
[6]
.
P
erso
n
and
it
em
r
eliabili
ty
w
ere
at
0
.
89
and
0
.
77
r
es
pecti
vel
y
.
The
resul
t
indi
cated
t
hat
the
new
ins
t
rum
e
nt
w
ith
1
5
i
t
ems-IIM
a
ft
er
e
li
mi
n
a
ted
un
fit
it
e
m
s
was
a
reli
able
a
nd
v
ali
d
i
n
s
t
r
u
m
ent
to
m
easu
r
e
t
h
e
m
o
t
i
va
tion
in
le
a
r
ning
C
LS
L
in
th
e
c
on
te
x
t
o
f
na
tio
n
a
l sc
ho
ol
.
K
eyw
ord
:
Item
analys
i
s
Con
t
ruc
t
v
a
l
i
d
ity
Ra
sc
h m
odel
Inte
gra
tive
m
o
tiva
t
io
n
Instrum
e
ntal
motivation
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of
Advanced
En
gi
neeri
n
g
an
d
S
c
ien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
N
g
S
ar
E
e,
Lan
gua
ge
D
e
p
artm
ent,
Inst
i
t
u
t
P
endi
d
i
ka
n G
u
ru
K
am
pus Te
m
e
ngg
o
ng
Ibra
him
,
J
oho
r
D
a
ti
n H
a
l
i
m
a
h
S
t
re
et,
80
3
5
0
J
ohor
Ba
h
ru,
Joh
o
r,
M
alay
sia
.
Em
ail:
ngsa
r
ee
@i
pgm
.e
du.my
1.
I
N
TR
OD
U
C
TI
O
N
I
n
strum
e
n
t
s
fo
r
re
se
arc
h
purp
o
se
i
s
a
m
e
a
s
u
r
em
ent
de
vic
e
i
n
t
h
e
f
orm
of
s
urve
y,
t
e
s
t
,
q
ue
stio
n
n
aire
,
etc
w
h
ic
h
i
s
d
e
v
el
o
p
ed,
a
d
o
p
te
d
or
a
da
pte
d
by
resea
r
che
r
s
to
o
b
ta
in
d
a
t
a
or
r
e
s
po
nse
s
a
l
i
gne
d
w
i
th
r
esea
rch
ob
jec
t
i
v
es. Ins
t
r
ume
n
ts
p
la
y a
n
i
m
por
t
a
n
t
rol
e in c
o
llec
t
i
ng in
form
atio
n or
data
t
o
s
ol
ve p
r
oble
m
s t
h
a
t
ar
i
se
o
r
descr
i
be
a
p
he
nome
n
on
of
s
ocie
t
y
.
H
o
w
e
v
e
r
,
a
s
i
m
ilar
i
n
s
t
rum
e
nt
a
d
m
i
n
i
s
tere
d
in
d
iffer
e
nt
s
e
t
t
i
n
g
s
m
a
y
pro
duce
va
r
i
ed
r
e
s
po
nse
s
d
ue
t
o
varia
t
i
o
ns
a
cross
geo
g
ra
p
h
i
c
a
l
are
a
s,
c
ult
u
re
,
be
lie
f
sy
st
e
m
,
and
pers
on
a
l
fa
ct
ors
of
t
he
r
esp
o
n
d
e
n
ts.
Th
e
r
efor
e,
i
n
ord
e
r
t
o
e
nsur
e
th
at
i
n
s
t
r
u
m
e
n
t
s
is
u
s
e
f
u
l,
m
e
a
s
u
r
e
m
e
nt
i
n
s
tr
u
m
e
n
ts
to be
u
s
ed i
n r
e
sea
r
ch
m
ust
be
valid and rel
ia
bl
e [1]
.
V
a
lidi
t
y
r
e
f
ers
t
o
t
he
acc
urac
y
of
a
n
ins
t
ru
m
e
nt
t
o
me
asu
r
e
w
h
a
t
s
h
ou
l
d
b
e
m
e
a
s
ur
ed.
The
va
li
d
ity
of
a
n
i
n
s
t
r
u
me
n
t
r
e
f
er
s
to
w
h
e
ther
a
ppro
p
ria
t
e
i
n
fe
renc
es
c
an
b
e
de
ri
ve
d
from
t
h
e
sc
ores
f
or
a
s
p
e
c
i
fic
gro
u
p
of
p
e
o
p
l
e
w
i
t
h
s
pec
i
fic
p
u
r
pose
.
T
he
u
s
u
al
v
a
lid
i
t
y
to
b
e
c
ons
i
der
e
d
in
a
r
ese
a
rc
h
i
n
s
t
rum
e
nt
i
s
c
o
n
t
e
n
t
val
i
d
it
y,
c
o
n
s
t
ruc
t
v
a
l
id
ity
a
n
d
c
r
iter
i
on-
rela
ted
va
l
i
d
i
t
y
.
C
o
n
t
e
n
t
va
lid
i
t
y
ca
n
be
o
b
t
a
i
ne
d
fr
om
t
he
e
xp
er
t
s
o
f
rele
va
nt
f
i
e
l
d
[
2,
3
].
T
he
y
as
sess
in
t
er
ms
o
f
co
n
t
en
t
b
y
t
ak
i
n
g
int
o
a
c
c
o
unt
t
h
e
l
o
c
a
t
i
o
n
of
t
h
e
s
t
udy
,
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Item
A
n
aly
s
is f
o
r t
h
e
Ada
p
t
ed
Mot
i
va
t
i
o
n
Sc
ale
U
s
i
ng
Rasc
h M
o
del (N
g S
a
r E
e
)
26
5
sam
p
l
e
s
used
i
n
the
s
t
udy
a
s
well
a
s
the
o
b
je
cti
v
es
o
f
t
h
e
s
t
u
d
y.
C
o
n
s
t
ruc
t
v
a
l
id
ity
c
a
n
b
e
ob
ta
ine
d
i
n
s
e
ve
ral
w
a
ys
s
uch
a
s
f
act
or
a
na
lys
i
s
,
c
orre
latio
n
a
n
d
i
t
e
m
r
e
s
p
o
n
se
t
h
e
ory
mo
de
l
,
w
h
ich
com
m
onl
y
use
d
R
asch
Meas
ure
m
e
n
t
Mo
de
l
(RM
M
)
[4,
5].
Criter
i
on-re
la
ted
va
l
i
di
t
y
m
ea
s
ures
t
he
c
orrela
t
i
o
n
coef
ficie
n
t
be
t
w
e
e
n
tw
o m
e
a
s
ur
es. In th
is st
u
d
y
, RM
M
w
a
s
u
sed to
t
e
s
t
the
c
o
n
s
truc
t
v
al
i
d
it
y o
f
the
m
ot
i
v
at
io
n
scale.
Re
lia
b
i
l
ity
o
f t
h
e i
n
str
u
m
e
nt refe
r
s to the
e
x
t
e
n
t
to w
h
i
c
h
th
e
ins
t
r
ume
n
t
ca
n m
easur
e w
h
a
t
sh
o
u
l
d b
e
me
asure
d
c
ons
is
ten
t
l
y
.
To de
t
erm
i
ne t
he
re
l
ia
bil
i
t
y
o
f i
n
s
t
rum
e
nt, Cro
n
b
a
c
h’
s alp
h
a i
s
t
he
m
ost com
m
on use
d
by
the
re
sear
cher
s.
H
ow
eve
r
,
Ra
sc
h
mode
l
i
n
t
he
i
n
t
er
pre
t
ati
o
n
of
p
e
r
s
on
re
l
i
a
bil
i
ty
a
ct
u
a
l
l
y
al
so
e
q
u
iv
a
l
e
n
t
to
C
ro
nbac
h
’s
a
lp
ha
c
oe
ffice
n
t
[6]
.
T
here
fo
re
,
in
t
h
i
s
st
u
d
y
,
r
e
s
ear
cher
r
epor
ted
the
re
li
abi
l
ity
a
n
d
v
al
i
d
i
t
y
o
f
moti
va
t
i
o
n
sca
le
usi
ng Ra
sch
M
o
de
l
.
The
ob
jec
t
i
v
e
of
t
hi
s
st
u
d
y
w
a
s
t
o
e
xam
i
ne
how
R
M
M
w
as
u
sed
to
de
term
ine
th
e
va
lid
it
y
a
n
d
relia
bi
l
ity
o
f
t
h
e
da
ta
o
b
t
a
i
n
e
d
from
m
oti
v
ati
o
n
sca
l
e.
T
h
e
m
ot
iva
t
i
o
n
s
c
ale
de
vel
o
ped
w
a
s
i
n
itia
l
l
y
use
d
i
n
the
re
sear
ch
f
o
r
m
e
a
surin
g
s
tude
n
t
’
s
m
ot
i
v
a
tio
n
tow
a
rds
E
n
g
lis
h
a
s
se
co
nd
l
a
n
gua
ge
i
n
Ma
la
y
s
ia
c
o
n
t
e
x
t.
I
t
w
a
s
ada
p
t
e
d
in
t
h
i
s
re
sear
ch
t
o
i
n
vest
i
g
a
t
e
t
h
e
mot
i
vat
i
on
of
s
t
ude
n
t
s
fro
m
n
atio
na
l
sc
hoo
ls
i
n
Ma
la
ys
ia
w
h
o
stud
y
C
h
i
n
e
s
e
lan
g
u
age
a
s
s
e
c
on
d
la
n
g
u
a
ge.
In
o
rder
t
o
o
b
t
ai
n
t
he
g
o
o
d
r
esu
l
t
of
t
he
i
ns
trume
n
t,
r
ese
a
rc
hers
have
lis
t
e
d
t
h
e
fo
llow
i
n
g
obj
e
c
tive
s
:
a)
t
o
an
a
l
y
s
e
th
e
va
li
d
i
t
y
of
i
ns
t
r
ume
n
t
base
d
on
val
u
e
of
p
o
i
nt
m
ea
sure
corr
elat
i
on
va
lue
(PMC),
i
nfi
t
a
n
d
o
u
t
fit
me
an
s
q
u
are
(
M
NS
Q),
i
nf
it
an
d
ou
tfit
st
an
dard
i
s
ed
z
v
a
l
ue
(
Z
S
TD
),
un
idim
en
si
o
n
a
lit
y
a
n
d
per
s
o
n
a
n
d
i
t
em
s
epa
r
a
tion
i
n
dex.
b
)
To
a
na
ly
se
t
h
e
r
elia
b
i
lit
y
of
t
he
m
oti
v
a
t
i
o
n
sc
ale
(II
M
)
usin
g
Cr
o
n
b
ac
h’
s alp
h
a
coeffici
en
t.
2.
RESEARCH
M
ETH
O
D
Re
sea
r
ch
e
r
c
on
du
c
t
e
d
t
h
e
p
i
l
ot
s
t
udy
c
o
n
s
i
s
t
e
d
of
2
9
st
ud
en
ts
w
ho
h
av
e
e
n
rol
l
e
d
in
C
hin
e
se
lan
g
u
age
a
s
s
e
c
ond
lan
g
u
a
g
e
(
C
LS
L)
c
lass
i
n
a
na
t
i
o
n
a
l
s
ch
oo
l.
The
sam
p
les
answered
t
he
q
uest
i
o
n
n
aires
with
a
ssista
n
ce
f
rom
their
Chi
n
e
s
e
la
ng
ua
ge
tea
cher
s.
2.1.
I
n
s
tru
m
ent
Instr
u
me
nt
o
f
mot
i
va
t
i
on
w
as
m
od
ifie
d
by
rese
arc
h
er
b
ased
on
th
e
2
o
r
i
e
nt
a
t
i
o
n
of
m
o
t
i
v
a
t
i
o
n
w
h
ic
h
i
s
i
n
t
e
g
rati
ve
m
o
t
iva
t
ion
a
nd
i
n
strum
e
nta
l
m
o
tiva
t
io
n
(
I
I
M)
by
S
y
ed
M
ohd
K
a
mi
l
[
7
].
I
t
cons
i
s
ts
o
f
2
4
it
e
m
s
a
n
d
div
i
ded
t
o
1
2
i
t
em
s
respec
tive
l
y.
A
ll
item
s
w
e
r
e
m
e
a
s
u
r
ed
u
s
i
n
g
a
f
ive
p
o
in
t
Li
kert
s
c
a
l
e
ra
ng
in
g
from
1=s
tro
n
g
l
y
disa
gree
to 5
=
s
t
r
o
ngl
y
agre
e.
2.2.
D
ata
A
n
alys
is
I
n
o
r
d
er
t
o
de
te
rmine
the
rel
i
abi
l
i
t
y
a
n
d
va
li
di
t
y
o
f
the
i
n
st
r
um
ents,
r
e
sea
r
che
r
s
have
c
o
n
d
u
c
t
ed
t
he
it
e
m
a
na
l
y
sis
us
in
g
WI
N
S
TEP
S
versio
n
3.72.
3
ba
se
d
on
I
t
e
m
R
e
s
p
o
n
s
e
Th
eo
ry
u
sing
R
a
s
ch
M
ea
su
re
men
t
Mo
de
l
t
o
e
xa
m
i
ne
t
he
i
te
ms
i
n
t
h
e
q
u
e
s
ti
o
nna
ire
i
n
t
h
i
s
stud
y.
The
a
d
a
p
t
e
d
ins
t
r
u
me
n
t
s
for
the
p
i
lo
t
st
u
d
y
we
re
c
o
m
p
u
t
e
d
t
o
d
e
t
e
rmin
e
t
h
e
Cronb
a
c
h’s
a
i
ph
a
by
u
si
ng
I
BM
S
P
S
S
S
ta
t
i
st
i
c
s
ve
rsion
23.
T
he
i
n
t
erna
l
con
s
is
itenc
y
r
e
su
lt
s
w
e
r
e
a
c
cepte
d
i
n
m
os
t
of
t
he
s
oc
ial
s
c
ienc
e
rese
arc
h
i
f
t
h
e
scale
s
w
e
r
e
above
0
.
70,
i
t
show
n
c
ons
is
te
ntl
y
r
el
iab
l
e
[
8
].
T
o
i
d
e
n
t
i
fie
d
t
he
d
a
t
a
f
it
t
h
e
m
o
d
e
l
,
P
M
C
,
i
n
f
i
t
a
n
d
o
u
t
f
i
t
M
N
S
Q
a
n
d
i
n
f
i
t
and
o
u
tfi
t
ZS
T
D
w
e
re
being
e
x
am
ine
d
a
n
d
com
par
e
d se
que
ntia
l
l
y w
ith
i
n
t
he
r
ange
of
acc
epta
b
l
e
fi
t
i
n
d
i
c
e
s.
P
M
C
ca
lcu
l
a
t
e
s
t
he
i
nde
x
of
t
he
i
tem
d
i
scri
m
i
nat
i
on
w
h
er
e
the
i
t
e
m
wit
h
g
r
eater
v
a
l
ue
m
igh
t
b
e
to
o
g
ood
t
o
oth
e
r
i
t
ems.
T
h
e
a
c
c
e
p
t
a
bl
e
regi
on
f
o
r
P
M
C
i
s
b
et
w
e
e
n
0
.28
a
nd
0.8
6
[
9,
10]
.
Infit
an
d
ou
t
f
it
o
f
MN
S
Q
a
nd
Z
S
TD
a
re
u
sed
to
i
de
nt
ify
t
h
e
re
l
a
tio
ns
h
i
p
be
tw
ee
n
the
i
t
e
m
difficu
l
t
y
and
i
n
d
i
v
i
d
u
a
l
a
bi
l
ity
leve
l.
T
he
acc
epta
b
l
e
reg
i
on
f
or
b
o
t
h
inf
it
a
n
d
o
u
t
fi
t
MN
SQ
i
s
be
tw
ee
n
0.50
a
n
d
1
.2
0
[1
1].
Infi
t
a
n
d
ou
tfit
ZSTD
w
ill
onl
y
be
a
cce
p
t
e
d
w
i
t
hi
n
±2.0
[
1
2
,
13]
.
O
n
l
y
w
hen
a
l
l
th
es
e
t
h
ree
a
b
ov
e
men
t
ion
e
d
con
t
ro
l
s
m
ee
t
,
ot
herw
ise
the
i
t
em
w
ill be
c
o
n
s
i
der
as m
isfi
t.
A
pe
rson
sepa
r
a
ti
o
n
i
nde
x
o
f
1
.5
o
r
a
person
r
eliab
i
lit
y
coe
f
fi
cie
n
t
o
f
0
.7
p
resen
t
a
n
acc
epta
b
l
e
le
ve
l
of
s
e
p
ara
t
i
o
n
a
nd
is
c
o
n
s
i
de
r
e
d
t
h
e
m
i
n
i
m
u
m
require
d
t
o
d
iv
ide
the
sam
p
le
i
n
t
o
tw
o
d
i
stinc
t
s
tra
t
a
,
w
hile
a
perso
n
s
e
p
ar
at
i
o
n
i
nde
x
of
2
.
0
a
n
d
a
p
e
r
so
n
r
e
l
i
a
b
il
it
y
of
0
.
8
rep
r
e
s
e
n
t
a
go
od
l
ev
el
o
f
sep
a
ra
t
i
on
a
nd
a
re
con
s
i
d
ere
d
t
he
m
in
imum
p
re
fe
rable
val
u
es.
I
t
e
m
s
epar
at
ion
i
n
dex
a
n
d
i
t
e
m
rel
i
a
b
i
lity
a
re
i
nt
e
r
p
r
e
t
ed
u
si
ng
the same cr
i
t
e
ria [6].
A
cc
ord
i
n
g
t
o
S
ouza
e
t
.
al
[
1
4
],
P
rincipa
l
C
om
po
ne
nt
a
nal
y
sis
(
PCA
)
o
f
t
h
e
re
si
d
u
a
ls
u
se
d
to
exa
m
ine
u
n
i
d
i
me
nsi
ona
l
i
t
y
.
In
u
n
i
dime
nsi
o
nal
m
e
a
s
u
r
es,
i
t
i
s
e
x
pec
t
e
d
t
ha
t
the
ob
se
rv
ed
v
a
r
ian
c
e
ex
pla
i
ned
by
t
he
m
ea
sur
e
s
rou
g
h
l
y
m
a
t
ches
t
he
e
xpec
t
e
d
v
ar
ianc
e
i
n
t
he
m
o
de
l.
T
h
e
“
first
c
o
ntras
t
”
is
t
he
c
omp
one
n
t
tha
t
e
x
p
la
ins t
h
e
lar
g
est pos
sible
am
o
u
n
t
o
f var
i
a
n
ce i
n
t
he
re
sidua
ls. If th
e
une
xp
la
ine
d
va
r
ia
nce
fo
und
in
t
h
e
firs
t
c
o
nt
r
a
s
t
i
s
up
t
o
2
.
0
E
i
g
e
nva
l
u
e
,
t
he
b
i
g
ges
t
p
oss
i
b
l
e
s
e
con
d
ary dime
nsio
n
has
t
h
e
stren
g
t
h
o
f
les
s
t
ha
n
2
it
e
m
s.
R
a
w
v
arianc
e
ex
p
l
ai
ned
by
m
easu
r
e
s
m
inimum
a
c
cept
a
b
l
e
va
lue
is
4
0%,
w
h
ere
as
une
xp
lai
n
e
d
varia
n
ce
i
n
t
he firs
t
f
ac
t
o
r
sho
u
l
d
be
n
o
t
mor
e
t
ha
n 1
5
%
[15
,
1
6]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
26
4
–
269
26
6
3.
RESULT
S
A
N
D
DISCU
SSIO
N
Tabl
e
1
p
r
esented
th
e
res
u
lt
o
f
C
r
on
b
ach
’s
a
lph
a
u
sin
g
I
BM
SPSS
S
tatistic
s
versi
o
n
23.
C
r
onbac
h
’
s
alp
h
a
i
s
u
se
d
t
o
m
ea
sure
t
he
r
eli
a
bil
i
t
y
o
f
a
set
o
f
s
c
a
le.
T
h
e
v
a
l
ue
s
of
r
e
l
i
a
b
i
l
i
ty
c
oeff
ic
ien
t
r
an
ge
fro
m
0
to
1.0.
T
he
r
e
c
o
m
me
nded
mi
ni
mum
α
coe
ffic
i
e
n
t
betw
ee
n
0
.
5
a
n
d
0.8.
T
h
e
1
5
i
t
e
m
s
-
I
I
M
s
c
a
l
e
s
h
o
w
e
d
t
h
e
relia
bi
l
ity
c
oe
ffic
ie
nt
α
=
0
.8
7
i
s
a
cce
p
t
a
b
le
.
Based
o
n
t
h
i
s
v
a
l
ue
i
t
i
s
i
nd
i
c
a
t
ed
t
he
i
ns
t
r
ume
n
t
ha
v
e
h
i
g
h
relia
bi
l
ity
[
17].
Table
1
:
R
eliability
S
ta
tis
t
ic
s
on 15 item
s-IIM
C
r
onbac
h
's
A
lpha
C
r
onba
c
h
's
A
lpha
Ba
s
e
d
on
S
t
a
n
d
a
r
d
i
zed
I
t
e
m
s
N
of
I
t
e
m
s
.
872
.
880
1
5
3.1
R
a
sch
Me
asu
r
e
m
en
t
M
o
d
e
l(R
MM)
I
tem
An
aly
s
is
o
n
In
t
e
grat
i
v
e
M
ot
ivati
o
n
an
d
In
stru
men
t
al
Mot
i
vation
(II
M)
Ta
b
l
e
2
sh
ow
s
t
h
e
i
t
e
m
f
i
t
a
na
lys
i
s
for
24
item
II
M
.
A
ny
item
w
h
i
c
h
d
o
no
t
in
t
he
r
a
nge
o
f
P
M
C
(0.28
<
x
<
0.
8
6
)
,
i
n
fit
or
o
ut
fi
t
MN
S
Q
(
0.5
<
x
<
1.5)
o
r
ZS
T
D
(
>
±
2),
r
esea
rche
r
el
im
i
n
a
t
e
t
h
e
u
n
fi
t
item
s
f
r
o
m
the
24
item
s
–
II
M
.
T
he
e
va
lua
t
i
on
of
“
fit”
i
te
ms
t
o
t
h
e
Ra
sch
M
o
d
el
a
s
s
ur
ed
t
he
q
ua
lity
o
f
a
me
asurem
e
n
t
ins
t
rum
e
nt
[
18].
Tab
l
e
2
.
I
t
e
m m
easure
a
n
alysis
f
or 2
4
it
e
m
s
–IIM
ITE
M
I
NF
I
T
O
UT
FIT
PT
-M
EA
S
U
R
E
M
NS
Q
ZS
TD
M
NS
Q
ZS
TD
C
O
R
R.
E
XP
.
23
18
5
17
20
15
2
9
12
13
19
21
10
16
8
22
11
14
1
4
6
3
7
24
1.
1
7
1.
5
6
1.
4
8
1.
2
9
1.
2
6
1.
1
9
1.
1
8
1.
1
0
1.
1
1
1.
1
1
1.
0
9
1.
0
7
1.
0
5
1.
0
3
0.
9
6
0.
8
8
0.
7
3
0.
7
7
0.
7
2
0.
7
2
0.
6
8
0.
5
8
0.
5
8
0.
5
6
0.
7
1.
9
1.
7
1.
1
1.
0
0.
8
0.
8
0.
5
0.
5
0.
5
0.
4
0.
3
0.
3
0.
2
-0
.1
-0
.3
-1
.0
-0
.9
-1
.1
-1
.1
-1
.2
-1
.8
-1
.8
-1
.9
1.
65
1.
45
1.
35
1.
19
1.
10
1.
11
1.
04
1.
11
1.
05
1.
05
1.
02
0.
97
0.
94
1.
01
0.
83
0.
80
0.
77
0.
68
0.
76
0.
76
0.
63
0.
63
0.
63
0.
60
2.
0
1.
4
1.
1
0.
7
0.
4
0.
4
0.
2
0.
5
0.
3
0.
3
0.
2
0.
0
-0.1
0.
1
-0.4
-0.4
-0.6
-1.0
-0.6
-0.6
-1.0
-1.2
-1.2
-1.5
0.
46
0.
54
0.
55
0.
63
0.
71
0.
42
0.
67
0.
68
0.
60
0.
60
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63
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96
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27
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8
A
c
cordi
n
g
to
B
oo
ne
[
19]
,
i
t
i
s
bes
t
t
o
remove
t
he
i
t
e
m
or
r
e
p
l
a
c
e
d
with
n
ew
i
t
e
m
i
f
a
n
it
em
w
a
s
f
oun
d
c
l
ea
rl
y
u
n
fi
t
.
T
a
b
l
e
3
p
ro
vides
a
s
u
m
m
a
ry
o
f
the
result
a
f
t
e
r
t
h
e
e
li
min
a
tio
n
o
f
th
e
un
fi
t
i
t
e
m
s
.
Th
e
r
e
w
e
r
e
r
em
ain
15
ite
ms
f
a
ll
in
t
he
a
cce
pt
a
b
l
e
r
ange
w
it
h
P
M
C
from
0
.
71
t
o
0
.86,
t
he
i
nfi
t
a
nd
ou
tfi
t
o
f
M
N
S
Q
w
e
r
e
be
t
w
een
0
.53
to
1
.4
3 a
n
d ZS
TD
ra
nge
d from
-1.
1
to 1.
2.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Item
A
n
aly
s
is f
o
r t
h
e
Ada
p
t
ed
Mot
i
va
t
i
o
n
Sc
ale
U
s
i
ng
Rasc
h M
o
del (N
g S
a
r E
e
)
26
7
Table.
Item m
easure
analys
is f
or
15 item
s-IIM
I
TEM
I
NF
I
T
O
UTF
I
T
PT
-
M
EAS
U
RE
M
NS
Q
ZS
TD
M
NS
Q
ZS
TD
C
O
RR.
E
X
P
.
20
12
13
14
3
7
2
19
24
21
11
1
4
22
6
1.
43
1.
29
1.
29
1.
15
1.
06
1.
06
1.
03
1.
02
0.
94
0.
93
0.
90
0.
72
0.
72
0.
70
0.
53
1.
2
0.
8
0.
8
0.
5
0.
3
0.
3
0.
2
0.
2
0.
0
-0.1
-0.1
-0.5
-0.5
-0.6
-1.1
1.
31
1.
18
1.
18
1.
20
1.
03
1.
03
1.
00
0.
98
1.
01
0.
90
0.
66
0.
52
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52
0.
66
0.
54
0.
9
0.
5
0.
5
0.
6
0.
2
0.
2
0.
1
0.
1
0.
2
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-0.5
-0.8
-0.8
-0.3
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0.
80
0.
71
0.
71
0.
78
0.
77
0.
77
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84
0.
81
0.
86
0.
86
0.
76
0.
76
0.
76
0.
73
0.
77
0.
79
0.
74
0.
74
0.
80
0.
78
0.
78
0.
85
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81
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80
0.
83
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72
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70
0.
70
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67
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70
M
ean
S.D
.
0.
98
0.
24
0.
1
0.
6
0.
92
0.
26
0.
0
0.
5
Ta
b
l
e
4
sh
ow
s
the
P
C
A
a
n
a
l
ys
i
s
o
f
t
h
e
re
sidua
l
s
i
n
Rasc
h
sh
ow
ed
t
h
e
r
a
w
v
a
r
iance
e
x
pl
a
i
ne
d
by
me
asure
s
w
a
s
a
t
66.4%
,
w
it
h
the
u
n
ex
p
l
a
i
ned
var
i
a
n
ce
i
n
t
he
f
i
rst
f
a
ct
o
r
w
as
a
t
13
.6%
.
T
h
e
r
e
s
ult
s
w
e
r
e
fu
lfi
l
l
e
d
the
r
e
qu
irem
ent
of
a
s
ati
s
fac
t
or
y
dime
n
s
io
na
li
ty
w
hic
h
sh
ow
ed
m
or
e
tha
n
40%
i
n
raw
varia
n
c
e
exp
l
a
i
ne
d
by
m
e
a
s
u
r
es
a
nd
l
e
s
s
t
h
a
n
1
5
%
i
n
u
n
e
x
pla
i
ne
d
varia
n
c
e
i
n
1s
t
c
o
ntr
a
st
[
2
0
].
T
hu
s,
t
he
dime
n
s
i
o
nal
i
t
y
t
e
st
d
e
m
o
n
s
t
rate
d
tha
t
t
he
1
5
item
s
IIM
w
as
u
n
i
d
i
m
en
sion
a
l
a
nd
i
t
wa
s
a
g
ood
i
n
s
t
r
u
m
en
t
i
n
t
e
r
m
s
o
f
i
t
s
c
on
st
r
u
c
t
v
al
id
it
y.
Tab
l
e
4
.
S
tand
ard
residua
l
va
rianc
e
(
in Eige
nva
lue
un
i
t
s)
for
15 item
s-IIM
E
m
p
i
r
ic
al
M
ode
l
e
d
Tot
a
l
raw
v
a
ria
n
ce
i
n
obse
r
va
ti
ons
=
Ra
w
v
a
ria
n
ce
e
xpla
i
n
e
d
by m
e
asure
s
=
R
a
w
v
a
rian
ce
e
x
p
l
ain
e
d
b
y
p
e
rso
n
s
=
Ra
w
v
a
r
i
a
n
ce
e
xpla
i
n
e
d by
i
t
em
s
=
Ra
w
une
xpla
i
n
e
d va
ria
n
c
e
(
tota
l)
=
U
n
e
xpla
i
n
e
d
va
ri
anc
e
in
1
st
c
ontra
st =
U
n
e
xpl
a
i
n
e
d
va
r
i
anc
e
in
2nd c
ont
r
a
st
=
Une
xpl
a
i
n
e
d
va
ri
a
n
ce
i
n
3r
d c
ontra
st =
U
n
e
xpl
a
i
n
e
d
va
r
i
ance
i
n
4th c
o
nt
r
a
st =
U
n
e
xpl
a
i
n
e
d
va
r
i
ance
i
n
5th c
o
nt
r
a
st =
44.
6
29.
6
18.
0
11.
6
15.
0
6.
1
2.
3
1.
7
1.
6
1.
2
100.
0%
66.
4%
40.
3%
26.
0%
33.
6%
13.
6%
5.
1%
3.
9%
3.
5%
2.
7%
100.
0%
40.
5%
15.
0%
11.
5%
10.
4%
8.
1%
100.
0%
66.
7%
40.
5%
26.
2%
Ta
b
l
e
5
sh
ow
s
the
fi
t
sta
t
i
s
ti
cs
t
ha
t
the
pe
r
s
on
se
para
ti
on
i
n
d
ex,
2.7
9
(
go
o
d
)
a
nd
ite
m
se
para
ti
o
n
in
de
x,
1
.81
(ac
cepta
ble
)
a
n
d
pe
rso
n
r
el
i
a
b
ili
t
y
a
nd
i
tem
re
li
a
b
ili
t
y
w
e
r
e
at
0
.89
a
n
d
0.
77
re
s
p
ec
ti
ve
l
y
.
The
fi
n
d
in
g
w
a
s
i
n
l
ine
d
w
ith
r
e
c
om
me
nda
tio
n
s
b
y
Lina
rce
[6]
an
d
su
p
por
t
e
d
b
y
t
he
r
ese
a
r
che
s
[
2
1
,22].
Th
i
s
resul
t
s
in
d
i
cat
e
d
t
ha
t
t
h
e
ne
w
i
n
s
t
rum
e
n
t
,
15
ite
m-I
I
M
w
a
s
a
re
lia
ble
and
va
l
i
d
i
n
s
t
rume
nt
t
o
me
as
ure
t
h
e
mo
t
i
v
a
ti
on
in
th
e
c
o
nt
ex
t
of
na
t
ion
a
l
sch
ool
stu
d
e
nt
s.
Tab
l
e
5.
F
it stati
s
tics
for
15 i
t
e
m
s-
IIM
S
e
p
a
r
a
tion
R
e
lia
bili
t
y
Pe
r
s
on
Ite
m
2.
79
1.
81
0.
89
0.
77
The
ou
tc
o
m
e
show
e
d
t
ha
t
t
h
e
new
instrum
e
nt
o
f
IIM
s
u
i
t
a
b
l
e
u
s
e
d
t
o
m
easure
the
m
o
t
i
va
t
i
on
of
st
u
d
e
nt
s
l
e
a
r
ni
n
g
C
LSL
in
n
a
t
io
n
a
l
sc
hool
.
Th
e
r
e
are
ot
h
e
r
an
a
l
yse
s
s
uc
h
as
f
a
c
t
o
r
ana
l
ys
is;
ite
m-tota
l
c
o
rre
l
a
tio
n
s
a
nd
i
t
e
m
di
sc
ri
mi
n
a
ti
on
po
wer
a
r
e
c
a
l
c
ul
at
ed
t
o
a
n
aly
z
e
t
h
e
v
a
l
i
d
it
y
of
s
cal
e
[
2
3
]
.
Ho
we
v
e
r,
Ra
sc
h
Mod
e
ls
i
s
w
i
d
e
ly
u
se
d
by
r
e
sea
r
che
r
s
be
ca
use
t
h
e
m
ode
l
is
a
b
l
e
t
o
d
e
f
i
n
e
t
h
e
co
ns
t
r
uc
ts
o
f
va
l
i
d
i
t
e
m
s
and
prov
ide
a
clea
r
de
fi
n
i
t
i
on
of
t
he
m
ea
surable
con
s
truc
ts
t
ha
t
are
c
o
n
s
i
s
ten
t
w
it
h
t
h
e
o
re
ti
c
a
l
e
x
p
ect
ati
o
n
s
[24
].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
26
4
–
269
26
8
4.
CONCL
U
S
ION
Th
is
s
tu
d
y
a
im
ed
t
o
e
x
am
ine
the
va
l
i
di
ty
a
n
d
r
e
l
i
a
bil
i
t
y
o
f
t
h
e
m
o
t
i
v
a
t
i
o
n
s
c
a
l
e
,
I
I
M
u
s
i
n
g
R
a
s
c
h
Mo
de
l.
T
he
f
i
n
d
i
ng
s
of
t
he
r
e
s
u
l
t
in
d
i
c
a
te
d
tha
t
t
he
o
b
j
ec
tive
s
o
f
t
h
e
st
u
dy
w
e
r
e
f
u
l
fi
ll
ed.
D
r
aw
ing
fr
om
t
h
e
curr
ent s
t
ud
y, it is sug
ge
ste
d
t
hat t
o
a
ssur
e
th
e
val
i
d
i
t
y a
nd
r
e
l
i
a
bil
i
ty
o
f
th
e
re
se
arc
h
instrum
ent, Rasch model
ana
l
ys
is i
s hi
g
h
l
y
re
c
om
me
nded. In conc
l
u
s
i
o
n
,
the a
n
a
l
ys
i
s
pro
ve
n
t
h
e ap
pro
p
riate
n
e
s
s
o
f
t
he
II
M
i
ns
t
r
ume
n
t
for
the m
e
a
s
urem
ent of st
u
de
nt
s’
m
ot
iva
t
i
o
n
tow
a
rd CLS
L
in na
t
i
o
n
a
l
sch
oo
ls i
n Ma
la
y
s
ia.
ACKNOW
LEDG
E
MEN
T
S
W
e
w
o
u
l
d
l
i
k
e
t
o
t
h
a
n
k
t
h
e
s
c
h
o
o
l
f
o
r
p
r
o
v
i
d
i
n
g
m
e
a
n
o
p
p
o
r
t
u
n
i
t
y
t
o
d
o
m
y
r
e
s
e
a
c
h
i
n
t
h
e
s
c
h
o
o
l
.
We
w
o
u
l
d
a
lso
l
i
k
e
to
s
h
o
w
m
y
grati
t
ud
e
to
a
l
l
t
h
o
se
s
t
u
de
n
t
s
w
h
o
ha
d
pa
rt
i
c
ipa
t
ed
i
n
an
sw
e
r
ing
t
h
e
q
u
e
sti
o
nn
a
i
re
s.
I
n
add
i
t
i
on
,
th
a
n
k
yo
u
to
a
ll
t
ho
s
e
w
ho
a
re
d
i
r
e
c
t
l
y
a
nd
i
ndi
re
c
t
l
y
g
iv
i
n
g
u
s
a
l
l
s
uppo
rt
a
nd
gu
ida
n
ce
wh
i
c
h
m
ade
m
e
c
om
plete
the
writ
in
g
d
u
l
y
.
REFE
RENCES
[1]
Ki
mberl
i
n
CL,
Winterste
i
n
AG.
“
Validity
a
nd
r
eli
a
bi
lit
y
o
f
m
e
asurem
en
t
i
n
s
t
rum
e
nts
u
s
ed
i
n
research
”
. Am
J
H
e
al
th Sys
t
P
harm
.
1
;
6
5
(
23):
2276
-84
;
2
00
8
.
[2]
Y
a
gh
m
a
le,
F
.
,
“Con
ten
t
v
a
lidit
y
and
its
estim
a
tion”.
J
o
ur
na
l o
f
Medi
cal
Ed
ucatio
n
.
3(1
)
;
2
003.
[3]
V
a
hi
d
Za
m
a
n
z
a
d
eh,
A
k
ram
G
h
a
h
ram
a
nian
,
M
a
ryam
R
as
so
u
l
i,
A
bba
s
A
b
b
a
szad
eh
,
Hamid
Al
a
v
i-M
a
j
d
,
Ali-Reza
N
i
k
a
n
f
ar.,
“
D
esig
n
and
Im
pl
em
e
n
t
a
tio
n
C
on
tent
V
al
id
ity
S
t
u
d
y
:
D
evelo
p
m
e
n
t
o
f
an
i
n
s
trum
ent
fo
r
m
easu
r
in
g
P
a
t
i
ent-Cent
ered
C
om
m
u
n
i
cation”.
J Car
i
n
g
S
c
i
.
4(2
)
:
16
5–
1
7
8;
2
01
5.
P
u
b
lish
ed
o
nli
n
e
2015
J
u
n
1
.
d
o
i:
1
0
.
151
71
/j
cs.
2
0
1
5.
0
1
7
[4]
W
r
igh
t
,
B.
, “Equit
a
b
l
e Test equating”.
R
a
sch
M
e
asu
r
em
ent
T
r
ansct
oi
n
s
,
7
(2),
29
8
-
3
0
8
; 19
93
.
[5]
A
lat
a
w
i
,
Abd
u
llah
J
ab
r
E.
“
Using
Rasch
to
I
nve
s
t
i
g
at
e
M
e
s
s
i
c
k’s
Vali
d
ity
o
f
a
Mul
t
iple-Choice
T
e
st”.
Im
per
i
a
l
Jo
ur
na
l of Interdi
s
cipli
n
a
r
y
R
e
sea
r
ch (
I
JIR)
Vo
l-3
,
I
ss
ue-4
,
2
017.
[6
]
L
i
nacre, J
M.,
Wins
tep
s
R
a
s
c
h
M
e
asu
r
em
ent
Co
mput
er P
r
o
g
r
a
m
U
s
er’s
Gu
i
d
e.
Beaverto
n:
Winsteps.co
m.
201
2
[7]
S
y
ed
M
o
h
d
Ka
m
il
Sy
ed
A
lias.
Seco
nd
ar
y
Sch
o
o
l
S
t
u
d
ents’
M
o
tiva
ti
on
an
d
Attit
u
d
e
towar
d
s
En
glis
h
(U
np
ub
li
shed
mast
e
r
diss
erta
ti
on),
U
n
i
v
e
rsi
t
i
Tekno
lo
gi
M
al
aysi
a,
J
oh
or,
M
alaysia
.
2
0
12
[8
]
Go
rsu
c
h, R
.
L
.
F
actor an
a
l
y
si
s.
H
il
l
s
da
le:
Lawre
n
ce Erl
b
aum
Asso
c
iates
.
1
983.
[9]
N
u
rhazirah,
H
.
,
N
o
r
Irnoni,
M
.L.
,
W
an
E
dura,
W
.
R
.
a
nd
M
.
Sa
i
d
f
u
di
n
,
M
.
,
P
e
rs
onal
i
t
y
T
raits,
W
o
rk-F
am
il
y
Co
nfl
i
c
t
a
nd
J
ob
S
a
ti
sf
act
in
:
It
e
m
s
Vali
dity
u
sing
Rasch
M
easu
r
e
m
en
t
App
r
ach.
P
r
oced
ia-S
oci
a
l
a
n
d
Behav
i
ou
ral
S
c
i
e
nce,
2
0
12,
6
5,
1
0
13-1
0
1
9
.
In
T
eng
,
K
.
Y.
(
20
16),
Contrib
u
tion
s
of
Inclus
ive Ed
uca
t
io
na
l
Pro
g
r
a
m
m
e,
Teachers’ A
tti
t
u
des and E
ffi
cac
y
on Social
Skills
among Stud
ents w
i
th
A
u
tis
m Spect
rum
D
i
sorder.
D
o
c
t
o
r
Phi
l
osophy
,
Uni
versiti Tekn
ol
ogi
M
alaysi
a,
Skud
a
i
.
[1
0]
T
e
n
g,
K
.
Y
.
Con
t
ribu
t
i
on
s
of
I
n
clusi
ve E
ducati
onal
Pr
ogram
m
e,
Teachers
’ A
t
t
i
t
u
des
and E
f
f
i
cacy
on Soci
al
Skills
among St
udents wi
th
Autis
m
Sp
ect
rum Disorder
.
(
Unp
ublish
e
d
d
o
cto
r
al
t
hesis
)
,
Un
iv
ers
i
ti
T
ekn
o
l
o
g
i
M
al
ays
i
a,
J
o
h
o
r, Mal
aysia.
201
6.
[11
]
S
h
e
u
C,
C
h
e
n
C,
S
u
Y,
W
ang
W.
“
Us
in
g
S
A
S
P
R
O
C
N
LM
IXE
D
t
o
f
it
item
re
s
pons
e
t
h
eory
m
o
d
e
l
s
”
.
Behav R
e
s
M
e
th
ods
3
7
:
202–1
8;
2
0
05.
[12
]
W
rig
h
t
,
B
.D
.
a
nd
Li
nacre,
J
.
M
.
,
“Un
d
erst
and
i
n
g
R
as
ch
M
ea
s
urem
en
t:
Const
r
ucti
on
of
M
easu
r
es
f
rom
M
a
n
y
-
F
aced
Dat
a.”
J
o
urna
l o
f
App
lie
d
Me
asu
r
e
m
e
n
t
, 3(
4
),
4
86
-5
12
, 2
00
2.
[13
]
S
ch
um
acker
R
E.
Ra
sch
m
e
asu
r
em
ent
:
th
e d
i
ch
ot
omo
u
s
m
ode
l
.
In
:
Smi
t
h
EV,
Smi
t
h
R
M
,
e
d
s.
I
n
t
r
o
d
u
c
t
io
n to
R
a
s
c
h
M
e
as
ure
m
ent
:
T
h
eo
ry,
M
o
d
e
ls
an
d
A
ppli
c
a
t
i
ons
.
M
a
ple
Gr
o
v
e
:
JA
M
P
re
ss,
22
6–
53
; 2
0
0
4
.
[1
4]
S
ou
zal
,
M
.
A
.
P.
,
Co
ster,
W.
J
.
Mancin
i
,
M
.
C
.
,
Du
tra,
F
.
C.
M
.
S
.
,
K
r
am
er,
J.
S
am
pai
o
,
R.
F
,
“Ras
ch
a
naly
si
s
o
f
t
h
e
p
a
rtici
p
atio
n
scal
e
(P
-s
cale):
usef
u
l
n
e
s
s
o
f
th
e
P
-
s
cale
to
a
r
ehabi
litat
i
on
s
ervi
ces
n
etwork”.
BMC
P
u
b
l
i
c
He
a
l
th
(20
1
7
)
1
7
:
93
4
DOI
10
.
1186/
s1
28
89
-0
17
-49
4
5
-
9
.
2
01
7.
[15]
F
i
s
her,
W.
, “Rat
i
ng Scale In
s
t
rument
Qual
ity
C
rite
ri
a”.
Ra
sc
h Me
asure
m
e
n
t
T
r
a
n
s
a
c
tio
n
, 2
1,
10
9
5
-
1
09
8. 20
0
7
.
[1
6]
C
on
ra
d,
K
.
,
D
e
n
nis
,
M
.
a
n
d
F
u
n
k
,
R.
Val
i
dation
of
the Substance P
r
ob
l
e
m Sc
a
l
e
(SP
S
)
t
o
th
e Rasch
M
e
a
s
uremen
t
Mo
d
e
l
,
GAIN Meth
od
s
R
e
po
rt.
(
1
.
1 ed.)
Ch
i
cag
o
,
I.
L
.:
Chest
n
u
t
Health
S
y
s
tems.
20
1
1
[17]
M
ehmet,
K
.
“Bo
o
k
readi
n
g
mo
t
i
vati
on
s
ca
l
e
:
Rel
i
ability
a
nd
v
alidi
t
y
stu
dy”.
E
ducati
o
n
a
l
R
e
sear
c
h
an
d Revi
e
w
s
.
V
o
l
.
1
0(3).
p
p
.
300
-3
07
;
2
0
1
5
.
[18
]
B
o
o
n
e
.
W
J
,
St
a
v
er.
J
R
a
n
d
Y
al
e.
M
S
.
,
“
R
asch
A
nal
y
si
s
i
n
t
h
e
Hum
a
n
S
c
i
e
nces
.Do
r
drecht
”
,
Neth
erlan
d
s:
S
p
rin
g
er;
20
14.
[1
9]
B
oo
ne
.
W
J
.,
“
Ra
sc
h
An
a
l
ysis
f
o
r
I
n
s
tru
m
e
n
t
De
v
e
lo
pm
e
n
t
:
W
h
y,
W
hen,
a
n
d
H
ow?”.
CB
E L
ife Sci
E
duc
.
W
i
n
t
e
r
;
1
5
(4
):
r
m
4
;
2
016.
[2
0]
S
a
m
a
h
A
li
M
o
h
s
e
n
M
ofre
h
,
M
o
h
a
mme
d
Na
jib
A
bd
ul
G
h
a
fa
r,
A
b
d
u
l
Ha
f
i
z
H
j
O
mar,
M
onsurat
Mosaku1 &
Am
ar
M
a
’ru
f
.
“
Ps
ych
o
m
e
tri
c
P
ro
perties
o
n
L
ectu
r
ers’
B
eli
e
f
s
o
n
T
each
in
g
F
u
n
c
ti
on
:
Rasch
M
o
d
e
l
An
aly
s
i
s
”.
Internat
ional Ed
ucat
ion Stud
ies
;
Vo
l
.
7,
No
. 11
;
2
01
4.
[21
]
N
oras
m
a
h
Ot
h
m
an
,
S
u
ri
a
M
ohd
S
all
e
h,
H
ali
za
Hu
ssei
n
a
n
d
H
ar
yaty
A
b.
W
ahid.
“
Asses
s
ing
Con
s
truct
Va
l
i
dit
y
an
d
Reli
abi
l
ity
o
f
Co
m
p
e
t
itiven
ess
Scal
e
us
ing
Rasch
M
o
del
A
ppr
o
ach”.
The
20
1
4
WEI In
te
rn
at
io
n
a
l
Ac
a
d
e
mic
Co
nf
erence Pro
cedi
n
g
s
.
Bali,
I
ndones
i
a.
201
4
.
[2
2]
L
erd
a
l
,
A
.,
Op
heim,
R
.,
Gay
,
C
L.
,
M
o
u
m
,
B
.,
Fag
e
rmo
e
n,
M
S
.
,
Kott
orp,
A
.
,
“
P
sy
chom
et
ric
li
m
itatio
n
s
o
f
t
h
e
1
3-
i
t
e
m
s
ens
e
o
f co
heren
c
e
scale
asses
s
ed
by
Rasch
An
aly
s
i
s
”.
BM
C P
s
ych
olo
g
y
. Jun
e 20
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Item
A
n
aly
s
is f
o
r t
h
e
Ada
p
t
ed
Mot
i
va
t
i
o
n
Sc
ale
U
s
i
ng
Rasc
h M
o
del (N
g S
a
r E
e
)
26
9
[
2
3
]
Y
e
s
i
l
,
R
.
,
“
V
a
l
i
d
i
t
y
a
n
d
R
eliabi
lit
y
Anal
ys
i
s
f
or
t
he
T
eac
h
e
r
Det
e
r
m
ina
t
io
n
f
o
r
D
e
m
o
crati
c
B
eh
avio
r
S
cal
eKuram
ve
U
ygulamada
E
ğ
itim
B
ilimleri”
/
Ed
uca
t
i
onal S
c
ien
ces:
T
h
eo
ry
&
Practice
1
0
(4
)
•
aut
u
m
n
2
01
0
•
2
6
8
3
-
26
92
.20
1
0
.
[2
4]
M
imi
,
M
.M
.,
No
r
Lisa,
S.
,
Lai
,
C
.
S
.
and
Kahir
o
l,
M
.S
.,
“Me
asu
r
in
g
th
e
V
a
lidit
y
a
nd
R
el
iab
i
lity
of
R
es
earch
Inst
ru
m
e
nt
s”.
4th
W
o
r
l
d Con
g
ress
on
T
echn
i
ca
l a
nd V
o
ca
t
i
ona
l
E
d
u
c
ation
a
n
d
T
r
ainin
g
(W
oCTVE
T
),
5
t
h
–
6
th
Nov
e
m
b
er
2
014
,
M
a
l
aysi
a
2014
.
B
I
OGRAPHIES
O
F AUTHO
RS
Sar
Ee
N
g
is
a
l
ect
urer
a
t
t
ach
ed
t
o
th
e
L
a
ng
uage
D
ep
artm
ent,
I
nstit
u
t
P
en
d
i
dika
n
Guru
K
a
m
p
u
s
T
e
men
g
g
o
n
g
I
brahi
m
,
J
o
h
o
r,
M
alay
sia.
S
h
e
i
s
ex
peri
enc
e
i
n
th
e
f
i
e
ld
o
f
teach
in
g
Chin
ese
l
a
ng
uage
a
s fi
rst and
secon
d
l
ang
u
ag
e.
P
r
ofess
o
r
Dr.
Yeo
Kee
J
i
a
r
i
s
a
lect
urer
a
ttach
e
d
t
o
th
e
Scho
ol
o
f
Ed
ucat
ion,
U
ni
versiti
T
e
kn
olo
g
i
Mal
a
ys
ia,
J
o
h
o
r,
M
alay
si
a.
W
i
t
h
h
e
r
vast
e
xp
erience
a
nd
i
nv
olve
me
nt
i
n
the
fie
l
d
o
f
ed
ucati
o
n
,
h
er exp
ertis
e and
i
n
t
e
res
t
c
o
v
ers
a w
i
d
e
sco
pe w
hich
in
c
lu
des
edu
catio
nal
ps
ych
o
l
ogy
,
earl
y
c
h
i
l
dho
od
edu
cati
o
n
,
s
p
ecial
e
du
cati
on
and
M
a
lay
lan
g
u
a
ge
.
Am
ong
h
e
r
n
o
tab
l
e
i
n
v
o
lv
e
m
ent
includ
es
a
f
ew
n
ati
o
n
a
l
lev
e
l
p
r
o
j
ects
f
o
r
research
a
n
d
c
on
su
lt
ation,
a
s
M
u
n
s
yi
D
e
wan
u
nder
D
e
w
a
n
Bah
a
s
a
d
a
n
P
us
taka
(
M
a
lay
f
o
r
T
h
e
Ins
t
i
t
ute
o
f
Lan
guag
e
a
n
d
L
i
t
erat
ure),
p
u
b
licatio
ns
i
n
ind
e
xed
j
ourn
a
ls
a
s
w
e
ll
as
b
o
oks,
bo
ok
chap
ter
s
,
a
n
d
m
ono
grap
hs
.
S
h
e
has
b
een
a
s
p
eaker
a
n
d
f
acilit
a
t
or
i
n
m
a
n
y
w
o
r
ks
ho
p
s
a
n
d
c
on
f
e
rences
cen
tred
o
n
her
fi
eld
o
f
s
p
eci
a
l
izatio
n and i
n
t
e
rest.
A
s
s
o
cia
t
e
Pro
f
esso
r
Dr.
A
z
lin
a
b
i
n
t
i
Mo
hd
K
osn
i
n
h
as
v
as
t
exp
e
rience
i
n
t
eachi
ng,
r
esearch
a
n
d
a
d
min
i
s
t
ra
ti
ve
w
or
k.
C
u
rre
nlty
s
he
h
o
l
ds
t
he
p
os
it
ion
a
s
t
h
e
Ch
air
of
t
he
S
ch
ool
o
f
E
d
uca
i
ton
,
U
niversiti
Tekno
l
ogi
M
a
l
a
ysia,
Johor,
Malaysia.
Her
exp
e
rt
is
e
and
i
n
t
e
rest
c
ov
ers
t
h
e
area
o
f
Ed
ucat
io
n
a
l
Ps
ych
o
l
ogy
,
m
eas
urem
ent
and
tes
t
i
n
g
,
a
nd
e
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rly
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