Construct validation of the motivated strategies for learning questionnaire in a Singapore high school sample

Chiu Wai Chow, Elaine Stella Chapman

Research output: Contribution to journalArticle

Abstract

In this study, the construct validity of the Motivated Strategies for Learning Questionnaire (MSLQ) was assessed. Participants were 441 Year 11 students in Singapore. Three separate confirmatory factor analyses were conducted for each section of the MSLQ (motivation and learning strategies). Results indicated that the original factor structures proposed by the instrument developers produced the best model fit. Cronbach α coefficients were also acceptable for all but one of the individual scales. Correlations with the Revised Learning Process Questionnaire—Two Factor and physics achievement scores also aligned with the theoretical basis of the MSLQ. These results confirmed the potential utility of this instrument for assessing the motivation and learning strategies of secondary students in Singapore.
Original languageEnglish
Pages (from-to)107-123
JournalJournal of Educational and Developmental Psychology
Volume7
Issue number2
DOIs
Publication statusPublished - 2017

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Singapore
learning strategy
questionnaire
school
learning
construct validity
physics
learning process
student

Cite this

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abstract = "In this study, the construct validity of the Motivated Strategies for Learning Questionnaire (MSLQ) was assessed. Participants were 441 Year 11 students in Singapore. Three separate confirmatory factor analyses were conducted for each section of the MSLQ (motivation and learning strategies). Results indicated that the original factor structures proposed by the instrument developers produced the best model fit. Cronbach α coefficients were also acceptable for all but one of the individual scales. Correlations with the Revised Learning Process Questionnaire—Two Factor and physics achievement scores also aligned with the theoretical basis of the MSLQ. These results confirmed the potential utility of this instrument for assessing the motivation and learning strategies of secondary students in Singapore.",
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AB - In this study, the construct validity of the Motivated Strategies for Learning Questionnaire (MSLQ) was assessed. Participants were 441 Year 11 students in Singapore. Three separate confirmatory factor analyses were conducted for each section of the MSLQ (motivation and learning strategies). Results indicated that the original factor structures proposed by the instrument developers produced the best model fit. Cronbach α coefficients were also acceptable for all but one of the individual scales. Correlations with the Revised Learning Process Questionnaire—Two Factor and physics achievement scores also aligned with the theoretical basis of the MSLQ. These results confirmed the potential utility of this instrument for assessing the motivation and learning strategies of secondary students in Singapore.

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