Validating Motivated Strategies for Learning Questionnaire and Invariance Test across Gender and Caste Groups in India

Autor/inn/en	Maun, Deepak; Shukla, Kathan Dushyant; Chand, Vijaya Sherry
Titel	Validating Motivated Strategies for Learning Questionnaire and Invariance Test across Gender and Caste Groups in India
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1853303 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maun, Deepak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1853303
Schlagwörter	Test Validity; Test Reliability; Error of Measurement; Factor Analysis; Learning Strategies; Questionnaires; Gender Differences; Social Class; Cultural Context; Culture Fair Tests; Student Evaluation; Elementary School Students; Children; Public Schools; Developing Nations; Foreign Countries; India; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Testvalidität; Testreliabilität; Messfehler; Faktorenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Geschlechterkonflikt; Social classes; Soziale Klasse; Schulnote; Studentische Bewertung; Child; Kind; Kinder; Public school; Öffentliche Schule; Developing country; Developing countries; Entwicklungsland; Ausland; Indien
Abstract	Non-cognitive competencies play critical role in education. Interventions targeted at these competencies require access to valid measures. Within Indian context, no such validated measure exists at present, and teachers depend on their subjective evaluation of students' non-cognitive competencies represented via grade or comment on report card. This study examined convergent validity and measurement invariance of seven sub-scales of the Motivated Strategies for Learning Questionnaire (MSLQ), a widely used tool but not yet validated within Indian context. MSLQ, a measure of several non-cognitive competencies, was validated across four castes and two gender groups (N = 6423 elementary school students), the two categories highly relevant in the Indian context. For establishing convergent validity, multi-group confirmatory factor analysis was conducted where all the subfactors were allowed to correlate with each other. For measurement invariance, configural, metric, and scalar invariance were assessed by sequentially imposing more restrictive conditions. We found evidence for strong configural, metric, and scalar invariance across the gender and caste groups, and across all the seven sub-scales of MSLQ. Results also indicated good model fit for all caste and gender groups, thus establishing the convergent validity of all the sub-scales. The implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01