Validation of Motivated Strategies for Learning Questionnaire: Comparison of Three Competing Models

Abstract

Students who are self-regulated leaners have been reported to perform more successfully in higher education institutions (HEIs). Therefore, instruments that can monitor students' motivation and learning have been devised and implemented. The aims of this work were to investigate the dimensionality of the motivated strategies for learning questionnaire (MSLQ) and compare the validation of the three competing models. Three competing measurement models (1-factor, 2-factor, and second-order factor) were selected as candidates. To reveal which model explained the original MSLQ most effectively and meaningfully, the original 15 indicators and 81 items were used, for which data was gathered from 945 participating engineering students in Thailand. The results of confirmatory factor analysis revealed that all three of the competing models fitted the data quite well, as all standardized factor loadings of these models were statistically significant. It appeared that two-factor and second-order factor models yielded a better overall fit to the data in comparison to one-factor model. These results confirmed that the original MSLQ is a reliable and valid measurement instrument, particularly the second-order factor model, which was the best model.

The construct validity of self-regulated learning questionnaire for senior high school students: a Rasch model analysis

“…The findings indicated that the ten aspects-including online self-efficacy, intrinsic motivation, extrinsic motivation, online negative achievement emotions, planning and time management, metacognition, learning environment, effort regulation, online social support, and ten online task strategies-were useful and valid. Khampirat [34] validated SRL instrument using three different methods. Furthermore, the instrument analyzed was the motivated strategies for learning questionnaire (MSLQ).…”

Translation and psychometric validation of the Chinese version of the metacognitive awareness scale among nursing students

“…Additional analysis from further studies revealed that the Composite Reliability (CR) surpassed the Average Variance Extracted (AVE), and the AVE exceeded 0.5, suggesting a strong convergence validity among the subscales ( Buratin, 2021 ). The target coefficient for comparing the first-order and second-order factor models was 96.0%.…”

Integrasi TPACK pada Pembelajaran Virtual: Pemberdayaan Guru Sekolah Dasar

“…Pelatihan Berdasarkan hasil penelitian terhadap motivasi 31 peserta mengikuti program pelatihan, 10 persen peserta memiliki motivasi tinggi; 79 persen memiliki motivasi sedang; dan 11 persen memiliki motivasi rendah. MSLQ (Motivated Strategies for Learning Questionnaire) adalah sumber data motivasi ini, yang mencakup pengidentifikasi identitas, nilai aktual, stres akademik, penggunaan strategi kognitif, dan pengaturan diri (Irvine & Williams, 2022;Khampirat, 2021;Tejani et al, 2021;Zhou & Wang, 2021). Motivasi pelatihan terhadap kinerja sangat berdampak (Halim, 2022;Nolisa & Edalmen, 2021;Wahyudi, 2021).Efektivitas mengajar juga dipengaruhi oleh kualifikasi dan pelatihan guru (Putri et al, 2022).…”