Assessment of learning strategies in college students: a brief version of the MSLQ

Abstract

Introduction: The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most worldwide employed scales to assess self-regulated learning and its factor structure is a topic of debate nowadays. In this paper the internal structure of the instrument is analyzed on university students of Argentina and Uruguay. The aim was to extract a short version of the MSLQ. Method: 918 Argentinian and Uruguayan university students participated. An exploratory factor analysis as well as confirmatory factor analysis was applied using SPSS 21, SIMLOAD and LISREL 8.8 respectively. The factor invariance of the model was tested through the segmentation of each sample according to country, age and gender. The internal consistency was calculated for each sample using the Omega coefficient, these coefficients were compared using the AlphaTest program and the coefficient q. Results: The exploratory factor analysis yielded a hexafactorial solution that kept 18 items. This structure was tested in the sample of each country through a confirmatory factor analysis, which verified adequate fit indices (CFI > .90, RMSEA < .06). The factorial invariance of the model was tested, verifying the metric equivalence (ΔCFI < .009, ΔRMSEA < .002). For each dimension and country, internal consistency was estimated, obtaining values between .55 y .79. Discussion and Conclusion: The abbreviated version of the MSLQ will allow to have further understanding of the way in which Argentinian and Uruguayan students self-regulate their learning. This information could prove useful for the design of interventions that promote self-regulated learning processes at a college level. Future research will test the structure hereby obtained, aiming to verify whether its results persist in different academic orientations and countries.

Introducción: El Motivated Strategies for Learning Questionnaire (MSLQ) es uno de los instrumentos más utilizado para evaluar el aprendizaje autorregulado y su estructura factorial es tema de debate en la actualidad. En este trabajo se analiza la estructura interna del instrumento en estudiantes universitarios de Argentina y Uruguay. Se buscó extraer una versión abreviada del MSLQ. Método: Participaron 918 estudiantes universitarios argentinos y uruguayos, se aplicaron tanto un análisis factorial exploratorio como confirmatorio, utilizando el SPSS 21, SIMLOAD y LISREL 8.8 respectivamente. Se examinó la invarianza factorial del modelo segmentando la base según país, sexo y edad. Se estimó para cada dimensión la consistencia interna para ambas muestras mediante el coeficiente Omega, se compararon estos coeficientes mediante el programa AlphaTest y el coeficiente q. Resultados: El análisis factorial exploratorio arrojó una solución hexafactorial que conservó 18 ítems. Se testeó esta estructura en la muestra de cada país mediante un análisis factorial confirmatorio que verificó un ajuste adecuado (CFI > .90, RMSEA < .06). Se testeó la invarianza factorial del modelo verificándose la equivalencia métrica (ΔCFI < .009, ΔRMSEA < .002). Para cada dimensión y país se estimó la consistencia interna; obteniendo valores entre .55 y .79. Discusión y conclusiones: La versión abreviada del MSLQ permitirá conocer el modo en que estudiantes argentinos y uruguayos autorregulan su aprendizaje. Esta información podría resultar útil para el diseño de intervenciones que promuevan los procesos de autorregulación del aprendizaje a nivel universitario. Futuras investigaciones pondrán a prueba la estructura aquí obtenida a fin de verificar si la misma se replica en distintas orientaciones académicas y en diferentes países.