The Physics Metacognition Inventory (PMI) was developed to measure physics students' metacognition for problem solving.
In a first study, an exploratory factor analysis provided preliminary evidence of construct validity of the PMI. In addition, scores on the inventory were found the be reliable and related to students' physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity.
A second study includes a revised PMI and an evaluation of the construct validity of the PMI using confirmatory factor analysis and Rasch analysis. Results indicate that the final, revised instrument is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving.
In a first study, an exploratory factor analysis provided preliminary evidence of construct validity of the PMI. In addition, scores on the inventory were found the be reliable and related to students' physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity.
A second study includes a revised PMI and an evaluation of the construct validity of the PMI using confirmatory factor analysis and Rasch analysis. Results indicate that the final, revised instrument is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving.
