Motivated Strategies for Learning Questionnaire (MSLQ): Adaptation, Validation, and Development of a Short Form in the Chinese Context for Mathematics

Autor/inn/en	Wang, Faming; Jiang, Chunlian; King, Ronnel B.; Leung, Shing On
Titel	Motivated Strategies for Learning Questionnaire (MSLQ): Adaptation, Validation, and Development of a Short Form in the Chinese Context for Mathematics
Quelle	In: Psychology in the Schools, 60 (2023) 6, S.2018-2040 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Faming)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22845
Schlagwörter	Learning Strategies; Questionnaires; Metacognition; Cultural Context; Validity; Psychometrics; Chinese; Translation; Structural Equation Models; Construct Validity; Correlation; Mathematics Achievement; Student Motivation; Measurement Techniques; Mathematics Education; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gültigkeit; Psychometry; Psychometrie; China; Chinesen; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Messtechnik; Mathematische Bildung
Abstract	The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most widely used instruments to measure students' motivation and self-regulated learning. However, the MSLQ was developed and has been predominantly used in the Western context, is a domain-general measure, and is quite lengthy. Hence, adapting the MSLQ to the Chinese educational context, validating its application in specific subjects, and developing a short form would be an optimal way to improve its accessibility. This study aimed to investigate the psychometric properties of the Chinese version of the MSLQ in mathematics learning (i.e., MSLQ-C) and develop a short form (i.e., MSLQ-CS) using set exploratory structural equation modeling. The sample consisted of 563 senior secondary students in China. Results demonstrated that both MSLQ-C and MSLQ-CS showed acceptable construct validity, reliability, and concurrent validity. Furthermore, structural relationships and interrelationships among the subscales and their relationships with mathematics achievement were highly similar for MSLQ-C and MSLQ-CS. Theoretical and practical implications are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01