Development of the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), a German Questionnaire Based on the Epistemic Belief Inventory (EBI)

Autor/inn/en	Paechter, Manuela; Rebmann, Karin; Schloemer, Tobias; Mokwinski, Bjoern; Hanekamp, Yvonne; Arendasy, Martin
Titel	Development of the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), a German Questionnaire Based on the Epistemic Belief Inventory (EBI)
Quelle	In: Current Issues in Education, 16 (2013) 1, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	Factor Analysis; Learning Strategies; Questionnaires; Psychometrics; Factor Structure; German; Measures (Individuals); Epistemology; Beliefs; College Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Faktorenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Psychometry; Psychometrie; Faktorenstruktur; Deutscher; Messdaten; Erkenntnistheorie; Belief; Glaube; Collegestudent; Ausland; Deutschland
Abstract	The present research describes the development of a German questionnaire for measurement of domain-general epistemic beliefs. Pre-studies on the psychometric properties of a German version of the Epistemic Beliefs Inventory (EBI) had emphasized the necessity to develop an instrument that is especially constructed for German-speaking samples. The new questionnaire, the Oldenburg Epistemic Beliefs Questionnaire (OLEQ), is based on the Epistemic Beliefs Inventory and includes original EBI items as well as newly developed ones. The investigation of the psychometric properties of the questionnaire in a German-speaking sample showed a factor solution in which nearly all items loaded on the theoretically assumed dimensions. The stability of the factor solution could be confirmed by means of confirmatory factor analysis in another sample. Retest reliabilities of the different questionnaire dimensions were satisfactory. The dimensions of the new instrument correlated significantly, yet to a moderate to weak degree, to the use of learning strategies. (Contains 5 tables.) (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10