VALIDATION OF MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MSLQ) IN INDIAN CONTEXT

  • Vijay Kumar et al.

Abstract

The current study was an effort to validate the MSLQ tool developed by Pintrich et al. (1991)
in Indian context. In the current study, MSLQ with 15 subscales was administered on the sample
(N=1929) of higher education students of Punjab state of India. A confirmatory factor analysis (CFA)
was conducted and maximum likelihood estimation procedures were employed to evaluate if the
model fits the observed data and the internal consistency of the scale was examined by computing
Cronbach’s alpha for each subscale of MSLQ. The factor structure of “Motivation” scale of MSLQ
was found to fit the observed data but the data of “Learning Strategies” scale displayed
unsatisfactory evidence of fit with the hypothesised nine-factor model. Consequently, the two
subscales viz. “Effort Regulation” and “Help seeking” were eliminated. Two items from
“Metacognitive Self-Regulation” subscale and three items from “Time and Study Environment” were
deleted to fit “Metacognitive Self-Regulation” and “Time and Study Environment” subscales of
“Learning Strategies” scale.

Published
2020-04-13