Self-regulated learning in Singaporean context: a congeneric approach of confirmatory factor analysis

Betsy Ng*, C. K.John Wang, W. C. Liu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

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 languageEnglish
Pages (from-to)91-107
Number of pages17
JournalInternational Journal of Research and Method in Education
Volume40
Issue number1
DOIs
Publication statusPublished - Jan 1 2017
Externally publishedYes

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

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