A Comprehensive Reanalysis of the Metacognitive Self-Regulation Scale from the MSLQ

Autor/inn/en	Tock, Jamie L.; Moxley, Jerad H.
Titel	A Comprehensive Reanalysis of the Metacognitive Self-Regulation Scale from the MSLQ
Quelle	In: Metacognition and Learning, 12 (2017) 1, S.79-111 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-016-9161-y
Schlagwörter	Learning Strategies; Questionnaires; Structural Equation Models; Metacognition; Psychometrics; Factor Analysis; Study Habits; Path Analysis; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Psychometry; Psychometrie; Faktorenanalyse; Study behavior; Study behaviour; Studienverhalten; Pfadanalyse
Abstract	The metacognitive self-regulation (MSR) scale is among the most widely used measures of metacognition in educational research. However, the psychometric properties and validity of the scale have not been well established. A series of analyses on a college sample were performed to address this issue. In Study 1, a split-sample exploratory (EFA) and confirmatory factor analysis (CFA) was performed to test the one-factor specification of the MSR scale. Time and study environment (TSE), total study time, and cumulative grade performance average (cGPA) were introduced as outcome variables in a structural equation model (SEM) to examine the factors suggested by the EFA. The results of Study 1 indicated poor one-factor model fit and suggested two and three-factor models provided improved fits of the sample data. Results from the SEM indicated the novel factors from the two and three-factor models had different relationships with the outcome variables than the originally specified one-factor model. In Study 2, a modified one-factor model was introduced that consisted of nine items and was named metacognitive self-regulation revised (MSR-R). Five additional samples were included to replicate the model fit for the revised model specification. Finally, a path analysis was performed to examine the relationship of the MSR-R to variables from Study 1. The results of Study 2 revealed improved psychometric properties and reliability for the MSR-R. An indirect relationship emerged between MSR-R and cGPA through TSE. In conclusion, convincing evidence for replacing the MSR was found and implications of the revised scale for future studies was discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01