Abstract
The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students’ motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified and administered to students (N = 610) in mathematics and science classes. In the first sample, 314 students completed the MSLQ Junior High while a second sample of 296 students completed the revised MSLQ Junior High. Using a congeneric approach of confirmatory factor analysis (CFA), the five-factor measurement model was determined with the first sample. This measurement model was further supported using a second sample and its goodness-of-fit indices were compared with other CFA models. Statistical findings showed that the five-factor structure of the revised MSLQ Junior High had a good model fit. The present study contributes a novel methodological approach by investigating the parsimony confirmatory factor structure of the revised MSLQ Junior High in local academic contexts.
Original language | English |
---|---|
Pages (from-to) | 91-107 |
Number of pages | 17 |
Journal | International Journal of Research and Method in Education |
Volume | 40 |
Issue number | 1 |
DOIs | |
Publication status | Published - Jan 1 2017 |
Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2015 Informa UK Limited, trading as Taylor & Francis Group.
ASJC Scopus Subject Areas
- Education
Keywords
- confirmatory factor analysis
- motivation
- MSLQ
- self-regulated learning