An Analysis of the Relationship Between the Motivated Strategies for Learning Questionnaire and the Learning Process Questionnaire

Sachs, John; Law, Yin-kum; Chan, Carol K. K.

doi:10.2117/psysoc.2002.193

Cited by 10 publications

(5 citation statements)

References 26 publications

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“…Hence, the accuracy of correlations between the subscales and test reliability will be improved because the multidimensional Rasch model takes the measurement error into account in the estimation. The research found that there was a high correlation between the subscales of cognitive strategy use and self-regulation in the Chinese setting, which was consistent with the findings of other research (Rao and Sachs 1999;Sachs et al 2002). It seems that Hong Kong students, like other learners in Confucian culture, usually do not make a distinction between discriminating memorization and understanding (Marton et al 1997).…”

Section: Discussionsupporting

confidence: 88%

Using multidimensional Rasch analysis to validate the Chinese version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV)

2010

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This article used the multidimensional random coefficients multinomial logit model to examine the construct validity and detect the substantial differential item functioning (DIF) of the Chinese version of motivated strategies for learning questionnaire (MSLQ-CV). A total of 1,354 Hong Kong junior high school students were administered the MSLQ-CV. Partial credit model was suggested to have a better goodness of fit than that of the rating scale model. Five items with substantial gender or grade DIF were removed from the questionnaire, and the correlations between the subscales indicated that factors of cognitive strategy use and self-regulation had a very high correlation which resulted in a possible combination of the two factors. The test reliability analysis showed that the subscale of test anxiety had a lower reliability compared with the other factors. Finally, the item difficulty and step parameters for the modified 39-item questionnaire were displayed. The order of the step difficulty estimates for some items implied that some grouping of categories might be required in the case of overlapping. Based on these findings, the directions for future research were discussed.Résumé Cet article a utilisé le modèle Coefficients aléatoire Multidimensionnel Multinomial Logit (MRCMLM) pour examiner la validité de construction et détecter les articles DIF substantielles de la version chinoise de la stratégies motivés pour la lecture de la questionnaire (MSLQ-CV). Un total de 1,354 élèves du lycées de Hong Kong, ont été administrés dans MSLQ-CV. Un modèle de crédit partiel a été suggéré pour avoir une meilleure qualité Eur J Psychol Educ (2010) 25:141-155 d'ajustement que le modèle d'échelle de classement. Cinq éléments avec une des sexes ou grade DIF substantiels ont été retirés du questionnaire, et les corrélations entre les souséchelles qui indiquent que les facteurs de l'utilisation de la stratégie cognitifs et l'autorégulation avaient une corrélation très élevée, qui a entraîné une combinaison possible de deux facteurs. L'analyse de fiabilité de test a montré que la sous-échelle de test anxiété avait une fiabilité plus faible par rapport aux autres facteurs. Enfin, les paramètres de difficulté et l'étape d'article pour le questionnaire de 39-article modifié étaient affichées. L'ordre des estimations de difficulté étape pour certains articles implicite que certains regroupement des catégories peuvent être nécessaires dans le cas de chevauchement. Se fondant sur ces constatations, les directions pour de futures recherches ont été discutées.

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Section: Discussionsupporting

confidence: 88%

Using multidimensional Rasch analysis to validate the Chinese version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV)

2010

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“…Other researchers have shown similar internal consistency reliability estimates for the MSLQ with independent samples [4,31]. Beyond English, the MSLQ has been widely translated into other languages including Greek [32], Hebrew [33], Korean [34,35], Norwegian [36], German [37], and Chinese [17,[38][39][40].…”

Section: Motivated Strategies For Learning Questionnaire (Mslq)mentioning

confidence: 78%

Using the Motivated Strategies for Learning Questionnaire and the Strategy Inventory for Language Learning in Assessing Motivation and Learning Strategies of Generation 1.5 Korean Immigrant Students

Stoffa¹,

Kush²,

Heo

2011

Education Research International

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This study examined the potential of utilizing the Motivated Strategies for Learning Questionnaire (MSLQ) and the Strategy Inventory for Language Learning (SILL) as instruments in measuring Generation 1.5 students' motivation and their use of language learning strategies. The MSLQ was of particular interest because it contains both a basic motivation subscale as well as a motivation/language learning strategies subscale. Participants of this study were 104 Generation 1.5 Korean immigrant students who were members of Korean communities located in Pittsburgh and Philadelphia, Pennsylvania. Participants provided general demographic information and completed both scales in a counterbalanced manner. Results indicated that while the two scales do have some similar content, the scales do not overlap entirely and appeared to measure two discrete indices. Results also indicated that a moderate correlation between MSLQ learning strategies and SILL learning strategies was found as well as between the SILL total score and the MSLQ total score.

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“…In 2011, a meta-analysis by Credé and Phillips (2011) identified 67 studies that had used the MSLQ across 19,900 college students. The MSLQ has also been used at the secondary level in different countries, including America (e.g., Liu, 2003), Germany (e.g., Neber & Heller, 2002), Hong Kong (e.g., Sachs, Law, & Chan, 2002), Israel (e.g., Eshel & Kohavi, 2003), Korea (e.g., Bong, 2001) and Turkey (e.g., Andreou, 2004). …”

Section: Introductionmentioning

confidence: 99%

Construct Validation of the Motivated Strategies for Learning Questionnaire in a Singapore High School Sample

Chow¹,

Chapman²

2017

JEDP

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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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An Analysis of the Relationship Between the Motivated Strategies for Learning Questionnaire and the Learning Process Questionnaire

Cited by 10 publications

References 26 publications

Using multidimensional Rasch analysis to validate the Chinese version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV)

Using multidimensional Rasch analysis to validate the Chinese version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV)

Using the Motivated Strategies for Learning Questionnaire and the Strategy Inventory for Language Learning in Assessing Motivation and Learning Strategies of Generation 1.5 Korean Immigrant Students

Construct Validation of the Motivated Strategies for Learning Questionnaire in a Singapore High School Sample

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