Assessment of Learning Strategies in College Students: A Brief Version of the MSLQ

Autor/inn/en	Curione, Karina; Uriel, Fabiana; Gründler, Virginia; Freiberg-Hoffmann, Agustín
Titel	Assessment of Learning Strategies in College Students: A Brief Version of the MSLQ
Quelle	In: Electronic Journal of Research in Educational Psychology, 20 (2022) 56, S.201-224 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Learning Strategies; Cross Cultural Studies; Factor Analysis; College Students; Foreign Countries; Age Differences; Gender Differences; Metacognition; Student Attitudes; Questionnaires; Argentina; Uruguay; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cultural comparison; Kulturvergleich; Faktorenanalyse; Collegestudent; Ausland; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Fragebogen; Argentinien
Abstract	Introduction: The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most worldwide employed scales to assess self-regulated learning and its factor structure is a topic of debate nowadays. In this paper the internal structure of the instrument is analyzed on university students of Argentina and Uruguay. The aim was to extract a short version of the MSLQ. Method: 918 Argentinian and Uruguayan university students participated. An exploratory factor analysis as well as confirmatory factor analysis was applied using SPSS 21, SIMLOAD and LISREL 8.8 respectively. The factor invariance of the model was tested through the segmentation of each sample according to country, age and gender. The internal consistency was calculated for each sample using the Omega coefficient, these coefficients were compared using the "AlphaTest" program and the coefficient q. Results: The exploratory factor analysis yielded a hexafactorial solution that kept 18 items. This structure was tested in the sample of each country through a confirmatory factor analysis, which verified adequate fit indices (CFI > 0.90, RMSEA < 0.06). The factorial invariance of the model was tested, verifying the metric equivalence ([delta]CFI < 0.009, [delta]RMSEA < 0.002). For each dimension and country, internal consistency was estimated, obtaining values between 0.55 and 0.79. Discussion and Conclusion: The abbreviated version of the MSLQ will allow to have further understanding of the way in which Argentinian and Uruguayan students self-regulate their learning. This information could prove useful for the design of interventions that promote self-regulated learning processes at a college level. Future research will test the structure hereby obtained, aiming to verify whether its results persist in different academic orientations and countries. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01