References of "Valois, Pierre 40021117"
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See detailÉlaboration et validation d`un questionnaire d`attitudes en éducation: considérations épistémologiques et métrologiques
Valois, Pierre UL; Houssemand, Claude UL; De Leeuw, Astrid UL

in Lopez Mottier, Lucie; Figari, Gérard (Eds.) Modélisations de l'évaluation en éducation. Modélisations de l'évaluation en éducation. Questionnements épistémologiques. (2012)

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See detailPredicting the itentions to buy fair-trade products: the role of attitude, social norm, perceived behavioral control, and moral norm
De Leeuw, Astrid UL; Valois, Pierre UL; Houssemand, Claude UL

in OIDA International Journal of Sustainable Development (2011), 2(10), 77-84

The current study examined to what extent attitude, social norm, and perceived behavioral control explain students’ intentions to buy fair-trade products. Moreover, it was explored whether the addition of ... [more ▼]

The current study examined to what extent attitude, social norm, and perceived behavioral control explain students’ intentions to buy fair-trade products. Moreover, it was explored whether the addition of moral norm to these three factors permitted the better prediction of the intentions in question. Questionnaire data was collected from 192 students of the University of Luxemburg. The results of structural equation analyses revealed that attitude and perceived behavioral control explained 61% of the variance in intention. The addition of the moral norm construct increased the explained variance of intention from 61% to 73%. These results suggest that to encourage students to buy fair-trade products, applied social psychologists or educational institutions should create programs that develop their perceived control over the behavior, for instance, by offering the products in their canteens as well as in their food and drink dispensers. In addition, they should insist on the advantages of fair-trade consumerism to favor the development of a positive attitude. Finally, they should emphasize the moral correctness of the behavior. [less ▲]

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See detailAn open source tool to verify the psychometric properties of an evaluation instrument
Valois, Pierre UL; Houssemand, Claude UL; Germain, Stéphane et al

in Procedia Social and Behavioral Sciences (2011, February), 15

Professionals of education are constantly developing new instruments of evaluation. Even though the use of all sorts of evaluation tools increased during the last decades, it is often difficult for ... [more ▼]

Professionals of education are constantly developing new instruments of evaluation. Even though the use of all sorts of evaluation tools increased during the last decades, it is often difficult for teachers to verify the qualities of their instruments. To provide a solution to this problem, we have developed a free, user-friendly Excel add-in (EIRT), based on Classical Test Theory and Item Response Theory. Item analyses are performed without the requirement of being a computer expert. The objective of this paper is to present this new item analysis program aimed to verify the psychometric properties of an evaluation tool. [less ▲]

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See detailLes modèles de mesure en éducation : enjeux, développements et orientations
Valois, Pierre UL; Martin, Romain UL

in Mesure et Evaluation en Education [=MEE] (2008), 31(3), 125-153

This article presents a systematic review of literature on measurement models, and in particular on Item Response Models, during the last 30 years. First, we conduct a review of articles selected from ... [more ▼]

This article presents a systematic review of literature on measurement models, and in particular on Item Response Models, during the last 30 years. First, we conduct a review of articles selected from fourteen international journals on measurement in education. Second, we present the results of this review of literature and the developments and the major challenges that remain to be tackled by researchers working on elaborating, refining and using Item Response Models. Finally, we suggest new avenues to be explored in the coming years. [less ▲]

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