Evidence for the Latent Factor Structure of the MSLQ
By Jonathan C. Hilpert, J. Stempien, Katrien J. van der Hoeven Kraft, Jenefer Husman. 2013
87 citations recorded by the source corpus.
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.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/b438af7087ba2fee07dfb1d56949c1e67664e6de
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In Developmental and Educational Psychology
- Edgar Fuller
- J. Léon
- Rachel Henderson
- J. Núñez
- Jeffrey Liew
- John Stewart
- Karen Rambo-Hernandez
- J. Deshler
In Experimental and Cognitive Psychology
- J. Léon
- J. Núñez
- Edgar Fuller
- Rachel Henderson
- Jeffrey Liew
- John Stewart
- Karen Rambo-Hernandez
- J. Deshler
Citations in the corpus
- Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement (2015, result): “Sample items include “I try to play around with ideas of my own related to what I am learning”, and this measure has been reliable in previous work (Hilpert et al., 2013; Pintrich et al., 1993) and the present study (ω = .84).”
- Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students (2020, background): “In a recent study exploring the latent factor structure of the MSLQ, the self-efficacy subscale was one of two subscales of the MSLQ demonstrating a Cronbach’s alpha of .90 or higher (Hilpert et al. 2013).”