Psychometric properties of the Cognitive and Metacognitive Learning Strategies Scales among preservice physical education teachers: A bifactor analysis

Abstract

Although widely used to measure self-regulated learning strategies, the Motivated Strategies for Learning Questionnaire has not yielded satisfactory construct validity across empirical studies. This study examined its psychometric properties by focusing on one of its subscales, the Cognitive and Metacognitive Learning Strategies Scales, among 419 preservice physical education teachers ( M age = 23.05 years, SD = 4.28) from five physical education teacher preparation programmes in the southwestern United States of America. The participants responded to the 31-item Cognitive and Metacognitive Learning Strategies Scales, which assessed five categories of learning strategies: rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation. Each item was on a seven-point Likert scale. Initial confirmatory factor analysis did not support the original five-factor model. Following exploratory factor analysis identified three latent factors. Subsequent bifactor exploratory factor analysis revealed one general factor and two group factors, and following bifactor confirmatory factor analysis confirmed that this structure had an acceptable model fit, χ2 (353) = 731.327, p <.001; Root Mean Square Error of Approximation = .053; Comparative Fit Index = .907; Standardized Root Mean Square Residual = .047. A respecified bifactor model with 18 items resulted in a good fit, χ2 (120) = 161.384, p <.001; Root Mean Square Error of Approximation = .030; Comparative Fit Index = .980; Standardized Root Mean Square Residual = .034. Score reliability for the general factor Omega Hierarchical = .825; for the two group factors, Omega Scales = .211 and .238, respectively. Implications for future research and practice are discussed.

Self-regulated learning strategies and achievement goals among preservice physical education teachers

“…The present study is the follow-up to our previous study (Liu et al, 2018b). In the previous study, the MSLQ was modified, validated, and titled the CPSS questionnaire.…”

“…The 18-item CPSS (Liu et al, 2018b) was used to assess participants’ SRL strategies use. According to the specifications of bifactor modeling (see Holzinger and Swineford, 1937), all 18 items in the CPSS assess cognitive and metacognitive strategies simultaneously under the general factor—General Cognitive Strategies (GCS; see Figure 1).…”

“…Note that although theoretically sound, treating and measuring the learning strategies separately has not been recommended, on the grounds that all the strategies are arranged on a continuum based on the degree of cognitive processing. In one of our recent studies (Liu et al, 2018b), we examined the widely used MSLQ at factorial and item levels through bifactor modeling. We discovered that the majority of variance in the original 31 items assessing cognitive and metacognitive strategies was underlined by one single general factor (General Cognitive Strategies).…”

The Perception of Teaching, Learning Styles and Commitment to Learning and Their Influence on the Practice of Physical Activity and Eating Habits Related to the Mediterranean Diet in Physical Education Students

“…These results were similar to previous studies, although in isolation. In this sense, different studies showed that metacognitive strategies have been positively related to healthy habits such as physical activity practice (Theodosiou et al, 2008;Liu et al, 2019;Coimbra et al, 2021), similarly, previous studies showed how critical thinking has been positively related to habits related to physical activity practice (Pill and SueSee, 2017). However, engagement in learning has not been found to be related to healthy lifestyle habits, although there are studies that have shown a positive relationship between commitment and motivation toward classes with respect to physical activity and healthy diet (Ulstad et al, 2016;Hastie et al, 2022).…”

Escala de autoeficacia docente para la promoción de la autorregulación del aprendizaje

“…Sáez-Delgado, Cofré, Estrada, Fornerod, García, Muñoz & Segovia. Escala de autoeficacia docente para la promoción de la autorregulación del aprendizaje.Julio -Diciembre de 2020http://dx.doi.org/10.33210/ca.v9i3.332Estudios anteriores de escalas diseñadas a nivel de autoeficacia en estudiantes, han explicado mejor la estructura factorial en el diseño de instrumentos usando este tipo de análisis[24],[38]. La explicación de esto se debe a que se trata de medir un constructo complejo y multidimensional.…”