Confirmatory Factor Analysis of the Chinese Version of the Motivated Strategies for Learning Questionnaire

Rao, Nirmala; Sachs, John

doi:10.1177/00131649921970206

Cited by 80 publications

(76 citation statements)

References 13 publications

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“…Therefore, these four items were discarded, and only the academic self-efficacy factor was used during further analyses. Note that Rao and Sachs (1999) have already recognized that Chinese respondents may have trouble answering reverse-coded items. The present study confirmed that Chinese students indeed have such difficulties (see also Rao et al, 2000;Sachs et al, 2001).…”

Section: Data Analysesmentioning

confidence: 99%

How language proficiency contributes to Chinese students’ academic success in Korean universities

Cheng

2015

Language Testing in Asia

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The present study investigated the key determinants of Chinese students' academic success in terms of GPA and the number of credit hours earned in Korean Universities. The determinants investigated included gender, age, prior academic performance, academic self-efficacy, the TOPIK score, self-perceived Korean and English proficiency, and the previous length of Korean and English study. This study specifically focused on three research questions concerning the prediction of Chinese students' academic success in Korean universities, the additional contribution of Korean and English language proficiency, and the examination of prediction patterns for undergraduate and graduate students. A questionnaire was issued and collected from 138 undergraduate and 63 graduate Chinese students studying in 27 different Korean universities. The questionnaire consisted of four sections: demographic information, academic background, language proficiency and psychological factors. Correlation and multiple regression analyses were conducted to address the proposed research questions. The findings demonstrated that traditional factors, including gender and prior academic performance, were effective predictors of academic success. However, academic self-efficacy did not play an influential role in participants' academic success. Language proficiency had a moderate effect on Chinese students' academic success, which is consistent with previous studies that reported a positive statistically significant relationship between language proficiency and academic success. The different natures of undergraduate and graduate studies determined that the predictors of undergraduate and graduate students' academic success were different. The present study addressed the research gap by integrating theoretical constructs from both psychology and language education, and also by exploring the relationships between language proficiency and academic success in a less researched test, TOPIK, and in two second languages, Korean and English, at the same time. The findings of this study contribute to the overall understanding of international students' academic success, in particular the success of Chinese students studying in Korean universities.Keywords: Test of Proficiency in Korean (TOPIK); Language proficiency; Academic success; Academic self-efficacy; Chinese students Current research on international students has focused on the relationship between language proficiency and academic success. Academic success is typically measured by Grade Point Average (GPA) whereas language proficiency is most often evaluated using international tests such as the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS). As more and more

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Section: Data Analysesmentioning

confidence: 99%

How language proficiency contributes to Chinese students’ academic success in Korean universities

Cheng

2015

Language Testing in Asia

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“…Rao and Sachs (1999) found that these items formed a separate "Methods" scale, which reflected difficulties Chinese respondents had in dealing with reverse-coded items. We also found a separate "Methods" scale and excluded these items from further analysis.…”

Section: Instrumentsmentioning

confidence: 99%

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

Sachs

Law

Chan

2002

PSYCHOLOGIA -An International Journal of Psychological Sciences

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The relationship between the scales of the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning Process Questionnaire (LPQ) was examined using an integrated data approach (Skinner, 1977(Skinner, , 1978 that combined features of multiple regression analysis, canonical correlation, and multiple-set factor analysis. Results based on a Hong Kong sample of upper primary and lower secondary students generally agreed with expectations of how the scales in these two instruments would be associated. The LPQ surface scale paired with the MSLQ test anxiety scale, while the LPQ deep scale paired with the MSLQ intrinsic value scale and the LPQ achieving scale paired with the self-efficacy scale. However, contrary to expectations, the MSLQ cognitive strategy-use scale paired with the LPQ deep scale, while the MSLQ self-regulation scale paired with the LPQ achieving scale. It is suggested that the MSLQ self-regulation scale is a measure of efficient study strategies characteristically used by achieving oriented students. In contrast, it is argued that students adopting a deep approach to learning need the requisite cognitive skills for this approach to be self-motivating.

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“…It is another method to conceptualize goodness of fit by comparing an existing model with a null model which assumes the latent variables in the model are uncorrelated (Tabachnick & Fidell, 2007;Johnson et al, 2007). The RMSEA is similar to the RMR, but it assesses the discrepancy between the model implied covariance (correlation) matrix and the observed covariance (correlation) matrix by taking into account the degree of freedom or number of free parameters required to achieve a given level of fit (Rao & Sachs, 1999). Practitioners and statistical experts have different thresholds for RMSEA but most salient ideas are that the value of RMSEA must between .05 and .08 and between .05 and 1.00 (Rao & Sach, 1999;Hulpia et al, 2009;Cadiz et al, 2009).…”

Section: Results and Discussion Of Measurement Modelmentioning

confidence: 99%

A Psychometric Evaluation of Two Teaching Effectiveness Scales

Ibrahim¹

2012

JSD

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The call for teaching accountability in higher education initiated teaching effectiveness research and its scales development. Attention in many institutions of higher learning has been diverted recently to the improvement of teaching performance as another way besides academic research to promote the higher institutions. The diversity of attention is a response to external calls for accountability in teaching as a result of the under-estimation of the significance of the teaching process compared to research activities. As research on teaching effectiveness has increased, so has the number of different measures of teaching effectiveness. Hence, in this article, the researchers examined the psychometric properties of two teaching effectiveness scales, namely the Marsh Student Evaluation of Educational Quality (1987) and Mahfooz Ansari and Mustafa Achoui Ansari Teaching Feedback Survey (2000) in terms of their factorial and construct validity. A total of 1504 3 rd and 4 th year and postgraduate students were selected from four renowned Malaysian public Universities, namely USIM, UM, UPM and IIUM. The study found that although the two scales were constructed to assess teaching effectiveness in higher institutions, the Marsh scale was extensively used in the literature and more comprehensive in relation to the numbers of factors. The study found that although there is room for improvement for both scales, the Marsh's scale is psychometrically more sound, and theoretically more comprehensive than Ansari and Ansari's scale.

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Confirmatory Factor Analysis of the Chinese Version of the Motivated Strategies for Learning Questionnaire

Cited by 80 publications

References 13 publications

How language proficiency contributes to Chinese students’ academic success in Korean universities

How language proficiency contributes to Chinese students’ academic success in Korean universities

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

A Psychometric Evaluation of Two Teaching Effectiveness Scales

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