TY - JOUR
T1 - Evidence for the latent factor structure of the mslq
T2 - A new conceptualization of an established questionnaire
AU - Hilpert, Jonathan C.
AU - Stempien, Jennifer
AU - Van Der Hoeven Kraft, Katrien J.
AU - Husman, Jenefer
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research and/or authorship of this article: This research was supported by a National Science Foundation Grant REC# 1022980 awarded to, Maricopa County Community College District, and Grant REC# 1022917 awarded to, North Carolina State University.
PY - 2013/11
Y1 - 2013/11
N2 - The Motivated Strategies for Learning Questionnaire (MSLQ) has a long history of use in educational psychology, yet few studies have examined the latent factor structure of the entire scale using data from a single administration of the instrument. Although using the subscales individually was encouraged by the creators of the instrument, the practice has produced piecemeal evidence for the latent factor structure. In the current study, we administered all 15 subscales of the MSLQ to a large population of postsecondary students enrolled in introductory geoscience courses and used confirmatory factor analysis to examine the latent factor structures described in previous MSLQ literature. Faced with unsatisfactory evidence for the hypothesized structures, we describe our respecification process and provide some commentary on a more parsimonious latent factor structure that may be of use in similar research projects.
AB - The Motivated Strategies for Learning Questionnaire (MSLQ) has a long history of use in educational psychology, yet few studies have examined the latent factor structure of the entire scale using data from a single administration of the instrument. Although using the subscales individually was encouraged by the creators of the instrument, the practice has produced piecemeal evidence for the latent factor structure. In the current study, we administered all 15 subscales of the MSLQ to a large population of postsecondary students enrolled in introductory geoscience courses and used confirmatory factor analysis to examine the latent factor structures described in previous MSLQ literature. Faced with unsatisfactory evidence for the hypothesized structures, we describe our respecification process and provide some commentary on a more parsimonious latent factor structure that may be of use in similar research projects.
KW - Factor analysis
KW - Motivated Strategies for Learning Questionnaire (MSLQ)
KW - Motivation
KW - Self-regulation
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U2 - 10.1177/2158244013510305
DO - 10.1177/2158244013510305
M3 - Article
AN - SCOPUS:84907291774
VL - 3
JO - SAGE Open
JF - SAGE Open
SN - 2158-2440
IS - 4
ER -