Examining the Psychometric Properties of the Motivational Scale of Motivated Strategies for Learning Questionnaire for English Learning among Chinese Secondary Students

Autor/inn/en	Gan, Zhengdong; Yuan, Zheng; Schumacker, Randall
Titel	Examining the Psychometric Properties of the Motivational Scale of Motivated Strategies for Learning Questionnaire for English Learning among Chinese Secondary Students
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 8, S.942-951 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gan, Zhengdong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829231193064
Schlagwörter	Psychometrics; Secondary School Students; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Learning Motivation; Self Evaluation (Individuals); Factor Analysis; Reliability; Test Anxiety; Learning Strategies; Questionnaires; Goal Orientation; China; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Sekundarschüler; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Faktorenanalyse; Reliabilität; Examination phobia; Testangst; Prüfungsangst; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Zielorientierung; Zielvorstellung
Abstract	This study examined the psychometric properties of the Motivational scale of the Motivated Strategies for Learning Questionnaire in a sample of 656 Chinese secondary students in an English learning context. Exploratory factor analysis and confirmatory factor analysis results suggested that a five-factor motivational structure fit the data better as opposed to the original six-factor motivational model reported by Pintrich and his colleagues. Reliability coefficients of these five motivational subscales (i.e., intrinsic value, extrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance, and test anxiety) were in the adequate to good range. All motivational subscales except test anxiety were positively correlated with metacognitive regulation and/or students' self-rated English proficiency. The second-order CFA further provided empirical evidence to consider a common and broad motivational factor that can be inferred from the five subscales. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01