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Table 3 Scalabilities after exploratory dimensionality analysis by automated item selection procedure

From: Investigating psychometric properties and dimensional structure of an educational environment measure (DREEM) using Mokken scale analysis – a pragmatic approach

 

SPL

SPT

SASP

SPA

SSSP

Item

H i

Item

H i

Item

H i

Item

H i

Item

H i

Scale 1

H = .513

1

.515

Scale 1

H = .400

6

.377

Scale 1

H = .412

21

.486

Scale 1

H = .379

11

.446

Scale 1

H = .417

15

.432

7

.528

18

.396

26

.342

12

.399

19

.375

13

.508

 

29

.426

 

27

.324

 

23

.408

 

28

.437

16

.571

 

32

.408

 

41

.468

 

30

.322

   

20

.580

 

37

.388

 

45

.450

 

33

.427

Scale 2

H = .336

3

.319

22

.541

       

34

.435

4a

.314

24

.516

Scale 2

H = .535

8a

.544

    

35*

.308

 

14

.375

38

.470

39a

.546

    

43

.383

   

44

.566

 

50a

.513

    

49

.322

   

47

.370

            
  

Scale 3

H = .373

2

.373

   

Scale 2

H = .366

36

.366

   

Scale 2

H = .384

25a

.384

40

.373

   

42

.366

  

48a

.384

           
 

Item 9a non-scalable

Items 5,10 & 31 non-scalable

Item 17a non-scalable

Item 46 non-scalable

  1. Abbreviations: SPL students’ perceptions of learning, SPT students’ perceptions of teaching, SASP, students’ academic self-perceptions; SPA, students’ perceptions of the atmosphere; and SSSP, students’ social self-perceptions
  2. aIndicates negatively stated items