Validity and Reliability of the Postgraduate Self-Determined Learning Questionnaire (PSLQ)

Abstract

Postgraduate students have to play active roles in self-determined learning, as major agent in their own learning and research activities. There is a lack of validated research instruments to measure self-determined learning among postgraduate students. The Postgraduate Self-Determined Learning Questionnaire (PSLQ) was specifically developed to fill in the gaps. This study aims to examine the validity and reliability of the PSLQ through exploratory factor analysis (EFA). The original version of PSLQ has 59 items and it was administered to a sample of 201 postgraduate students from a research-intensive university in Malaysia. The results of EFA revealed that PSLQ measures four distinct factors; learner-centered learning, interactive non-linear learning, double-loop reflection, and capacity development, which accounted for 54.22% of the variance in self-determined learning. The total number of items in PSLQ has been reduced to 42, after 17 items were removed. The instrument demonstrated excellent internal consistency, with a Cronbach’s alpha value of a=.959. The findings suggest that PSLQ is a valid and reliable instrument that can be used to measure self-determined learning among postgraduate students. Implications of the research findings are discussed in this paper.
 
 Keywords: Heutagogy, Postgraduates, Reliability, Self-determined learning, Validity

Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ): A Mixed Method Approach

“…This study used an explanatory sequential mixed-method design to evaluate the psychometric properties of the items in the adapted Postgraduate Self-determined Learning Questionnaire (PSLQ), a questionnaire which was developed based on the information and concepts gathered and guided from past literature (Abdullah et al, 2022; Hase & Kenyon, 2013) to measure students’ self-determined learning in postgraduate education. The rationale of using mixed methods design is that mixed methods techniques emphasize the strengths of one method to address the weaknesses of another (Creswell & Clark, 2011; Johnson & Christensen, 2014).…”

“…The PSLQ was made up of 42 items that measure four principles of self-determined learning namely student-centered learning, non-linear learning, double-loop reflection, and capability development (Abdullah et al, 2022). The items were developed based on the four principles of heutagogy and guided by theoretical and relevant literature reviews.…”

“…Researchers validated the instrument through the use of EFA (Abdullah et al, 2022). Subsequently, the 6) Wright distribution map.…”

“…As of today, there is no instrument measuring the four principles of self-determined learning. Researchers have thus far examined the validity and reliability of the PSLQ through exploratory factor analysis (EFA), which only showed the use of factor analysis for the evaluation of the instrument (Abdullah et al, 2022). To date, no study has evaluated the PLSQ through Rasch model analysis and interviews among postgraduate students in Malaysia higher education.…”

Designing The English Argumentative Essay Writing Test Based on Critical Thinking Skills

“…Validity is the most fundamental consideration in instrument development and should be the main consideration in practice. Therefore, validity always refers to whether an instrument measures what it is designed to measure (Ployhart, 2012;Abdullah et al, 2022).…”