Adaptation and Validity of the Scale of Motivation of the Motivated Scale Learning Questionnaire (MSLQ) in Colombian University Students

Autor/inn/en	Villarreal-Fernández, Jorge Eliécer; Arroyave-Giraldo, Dora Inés
Titel	Adaptation and Validity of the Scale of Motivation of the Motivated Scale Learning Questionnaire (MSLQ) in Colombian University Students
Quelle	In: Electronic Journal of Research in Educational Psychology, 20 (2022) 56, S.119-150 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Villarreal-Fernández, Jorge Eliécer) ORCID (Arroyave-Giraldo, Dora Inés)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Foreign Countries; Learning Strategies; Questionnaires; Factor Analysis; Undergraduate Students; Student Attitudes; Psychometrics; Reliability; Predictive Validity; Academic Achievement; Learning Theories; Learning Motivation; Student Motivation; Self Efficacy; Test Anxiety; Goal Orientation; Colombia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Faktorenanalyse; Schülerverhalten; Psychometry; Psychometrie; Reliabilität; Schulleistung; Learning theory; Lerntheorie; Motivation for studies; Lernmotivation; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Examination phobia; Testangst; Prüfungsangst; Zielorientierung; Zielvorstellung; Kolumbien
Abstract	Introduction: The objective of this work is to present the results of the adaptation and validation process of the Motivated Scale Learning Questionnaire (MSLQ) in university students in Colombia. Method: The research is framed in the so-called instrumental studies, which seek to adapt, validate and analyze the psychometric properties of an instrument. The adapted and validated version is called the Learning Motivation Questionnaire (CMA). The data was obtained from a convenience sample of 2,067 students from all over the country for the exploratory phase and 660 students for the confirmatory phase. Exploratory and confirmatory factor analysis was applied. For this, SPSS version 25 and AMOS version 24 software were used. The statistical techniques used to determine the confirmatory validity of the instrument are structural equations (SEM). The process developed in each phase of the investigation and the final SEM model, represented in a Path diagram, are presented. In addition, the convergent and discriminant validity analysis was carried out, based on the Composite Reliability (CR), Cronbach's Alpha and the Omega Coefficient, average variance extracted (AVE), and a predictive validity analysis. Results: The result is a 19-item instrument, divided into five subscales, with a goodness-of-fit model, adequate to the thresholds proposed by the theory, where the Learning Control Beliefs (CCA) dimension was eliminated from the model in the process of analysis. factorial analysis. The new questionnaire is valid and reliable; presents low prediction of academic performance Discussion and Conclusions: The questionnaire, adapted and validated, provides information to those who can use MSLQ in the country to understand the results of their investigations. In addition, it offers the international community new empirical evidence on the psychometric properties of the MSLQ Motivation Scale. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01