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Assessing the Multidimensionality of Students’ Learning Orientations: The Use of LO-COMPASS for the Well-being and Scholastic Success

Giulia Vettori, Claudio Vezzani, Lucia Bigozzi, Giuliana Pinto

Abstract


The twofold aim of the present study is to identify specific cluster-profiles of the learning orientations measured by «LO-COMPASS: Learning Orientation-Cognition Metacognition Participation Assessment»; and to create a psychometric rule to cluster the raw scores obtained by the student at the LO-COMPASS factorial dimensions into a specific cluster-profile. 183 middle-school students (91 males and 92 females) validly completed the original version of the LO-COMPASS Questionnaire. Confirmatory factor analysis and cluster analysis were conducted. LO-COMPASS measures four factors of students’ learning orientations. Furthermore, the instrument has been furnished with a psychometric rule to cluster the raw scores obtained by the student at the LO-COMPASS factorial dimensions into two profiles. The application of LO-COMPASS will allow educational psychologists and teachers to analyze middle-school students’ difficulties and problems, as well as strengths in their motivation to learn. The instrument will be useful at multiple levels: prevention, intervention, evaluation.


Keywords


Individual profiles; Intervention on well-being; Multidimensional assessment of learning orientations; Prevention of difficulties; School performance.

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DOI: https://doi.org/10.7358/ecps-2020-022-vett

Copyright (©) 2020 Giulia Vettori, Claudio Vezzani, Lucia Bigozzi, Giuliana Pinto – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie

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Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
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