Testing the Invariance of the Metacognitive Monitoring Test

Gomes, Cristiano Mauro Assis; Araujo, Jhonys de; Diaz, Marcio Alexander Castillo

doi:10.1590/1413-82712021260407

Cited by 4 publications

(1 citation statement)

References 30 publications

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“…The data came from two samples collected in 2018 and 2019 at a public university with students from technology departments. Three instruments were applied to the first sample, in the following order: (1) Metacognitive Monitoring Test, approximately 40 minutes (Gomes et al, 2021b); (2) TAb-Videogame, approximately 10 minutes (Gomes et al, 2020a); (3) MSLQ, approximately 15 minutes. Five instruments were applied to the second sample: (1) Metacognitive Monitoring Test, approximately 40 minutes (Gomes et al, 2021b); (2) TAb-Videogame, approximately 10 minutes; (3) Learning Approaches Scale, approximately 5 minutes (Gomes et al, 2011); (4) MSLQ, approximately 15 minutes; and (5) SLAT-Thinking, approximately 40 minutes (Gomes, 2021a).…”

Section: Data Collectionmentioning

confidence: 99%

The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

de Araujo,

Gomes,

Jelihovschi

2023

Psicol. Refl. Crít.

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Background The area of self-regulated learning integrates the fields of metacognition and self-regulation and assumes that the student is an active processor of information capable of self-regulating his learning by putting together the cognitive, metacognitive, and motivational components. The Motivated Strategies for Learning Questionnaire (MSLQ) is a benchmark for the measurement of self-regulated learning. However, the field of study does not show adequate evidence of its structural validity. The vast majority of studies involving this question present serious methodological mistakes, compromising the evidence of validity. Objective Our study investigates the structural validity of MSLQ including all 15 scales and corrects relevant mistakes in the previous studies. Method We tested different models through item confirmatory factor analysis in a convenience sample of 670 college students (M = 22.8 years, SD = 5.2) from a public Brazilian university in the technological area. The models with the ML, MLR, MLM and WLMSV estimators. Results Only WLSMV produced models with acceptable fit. The final model has a bi-factor structure with a general factor (self-regulated learning), 15 components as first-order factors, and four broad components as second-order factors. Twelve first-order components, all second-order components and the general factor had acceptable reliability. The components’ elaboration, intrinsic goal orientation and metacognitive self-regulation, did not show acceptable reliability, in terms of McDonald’s omega. Conclusion Considering the worldwide importance of the MSLQ, we do not recommend the use of the measurement of these components for clinical practice and psychoeducational diagnosis until new studies show that this low reliability only occurs in our sample. Our study shows new evidence, correcting many previous methodological mistakes and producing initial evidence favorable to the factor structure of the MSLQ.

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Section: Data Collectionmentioning

confidence: 99%

The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

de Araujo,

Gomes,

Jelihovschi

2023

Psicol. Refl. Crít.

Self Cite

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Predictive Validity of Performance-Based Metacognitive Testing is Superior to Self-report: Evidence from Undergraduate Freshman Students

Diaz

Gomes

2023

Trends in Psychol.

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Rethinking the Components of Regulation of Cognition through the Structural Validity of the Meta-Text Test

Diaz¹,

Gomes²,

Jelihovschi³

2022

INT J EDUC METHODOL

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<p style="text-align: justify;">The field of studies in metacognition points to some limitations in the way the construct has traditionally been measured and shows a near absence of performance-based tests. The Meta-Text is a performance-based test recently created to assess components of cognition regulation: planning, monitoring, and judgment. This study presents the first evidence on the structural validity of the Meta-Text, by analyzing its dimensionality and reliability in a sample of 655 Honduran university students. Different models were tested, via item confirmatory factor analysis. The results indicated that the specific factors of planning and monitoring do not hold empirically. The bifactor model containing the general cognition regulation factor and the judgment-specific factor was evaluated as the best model (CFI = .992; NFI = .963; TLI = .991; RMSEA = .021). The reliability of the factors in this model proved to be acceptable (Ω = .701 & .699). The judgment items were well loaded only by the judgment factor, suggesting that the judgment construct may actually be another component of the metacognitive knowledge dimension but having little role in cognition regulation. The results show initial evidence on the structural validity of the Meta-Text and give rise to information previously unidentified by the field which has conceptual implications for theorizing metacognitive components.</p>

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Testing the Invariance of the Metacognitive Monitoring Test

Cited by 4 publications

References 30 publications

The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

Predictive Validity of Performance-Based Metacognitive Testing is Superior to Self-report: Evidence from Undergraduate Freshman Students

Rethinking the Components of Regulation of Cognition through the Structural Validity of the Meta-Text Test

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