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Psychometric revision of a Jordanian version of the metamemory in adulthood questionnaire (MIA): Rasch model, confirmatory factor analysis, and classical test theory analyses

Mahmoud Alquraan (College of Education, Al‐Hussein Bin Talal University, Ma'an City, Jordan)
Abed Alnaser Aljarah (College of Education, Yarmouk University, Irbid, Jordan)

Education, Business and Society: Contemporary Middle Eastern Issues

ISSN: 1753-7983

Article publication date: 8 November 2011

Abstract

Purpose

The purpose of this paper is to investigate the psychometric properties of a Jordanian version of the Metamemory in Adulthood (MIA) questionnaire of Dixon, Hultsch and Hertzog.

Design/methodology/approach

The sample for this study consisted of 656 students randomly selected from Yarmouk University‐Jordan. Translation‐back‐translation, classical test theory, IRT Rasch model, and confirmatory factor analysis procedures were used to evaluate the psychometric properties of a Jordanian version of the MIA (MIA‐Jo).

Findings

The results of these analyses show that 76 items (out of 108 original MIA items) provide sufficient evidence in support of the reliability and validity of the MIA‐Jo. The results also show that the MIA‐Jo has the same structure or subscales as the original MIA.

Research limitations/implications

The sample for this study consisted of 656 students randomly selected from Yarmouk University‐Jordan. Therefore, the study recommends the necessity to conduct more research on the MIA‐Jo using samples that have a wider range of age (up to 80 years) and other strata of Jordanian society.

Originality/value

This study is expected to provide researchers and educators in Jordan with a valid and reliable instrument to do more research on metamemory and its relationship with other cognitive variables.

Keywords

Citation

Alquraan, M. and Alnaser Aljarah, A. (2011), "Psychometric revision of a Jordanian version of the metamemory in adulthood questionnaire (MIA): Rasch model, confirmatory factor analysis, and classical test theory analyses", Education, Business and Society: Contemporary Middle Eastern Issues, Vol. 4 No. 4, pp. 292-302. https://doi.org/10.1108/17537981111190079

Publisher

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Emerald Group Publishing Limited

Copyright © 2011, Emerald Group Publishing Limited