Psychometric Features of Motivated Strategies for Learning Questionnaire (MSLQ) Among the Students of Higher Education Sector in Karachi –Pakistan

Abstract

Purpose: The motivated strategies for learning questionnaire (MSLQ) are extensively used by researchers and educators to measure self-regulated learning skills. The survey originally published in English has also been translated into multiple languages. However, a gap in the literature is found for its reliability and validity studies in the Pakistani context, specifically in the higher education sector. Therefore, this study was designed to establish the local norms and appraise the scale factors in specific samples and cultures. Methodology: Path analysis was used to examine the latent factor structures to determine whether MSLQ is appropriately reliable and valid to be used on our normative sample. All 15 subscales of the MSLQ were administered to a sample of 272 (n: 272) students enrolled in the undergraduate program of a private university located in Karachi, Pakistan. Findings: Results from the administration of MSLQ on a sample from the local population suggest that the scale is reliable and valid. Subscales (the exogenous variables) were loaded onto their respective factors with high regression weights. Statistically significant correlations were found among eleven subscales and the academic performances of students. The gender difference was found in eight subscales with significant Cohen’s D. However, the model fit indices on SEM show a relative fit and poor fit on some of the indices. Conclusion: This study concludes that students’ learning strategies and motivation have an impact on academic outcomes and considerable gender difference prevails in terms of motivation and learning strategies in Pakistani students.

Keywords

• Self-regulated learning
• strategic learning
• peer learning
• emotion regulation
• curriculum policy
• path analysis