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PSYCHOMETRIC PROPERTIES OF THE MOTIVATED STRATEGIES FOR LEARNING

QUESTIONNAIRE (MSLQ) AMONG ITALIAN HIGH SCHOOL STUDENTS

Conference Paper · July 2015

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 The 14th European Congress of Psychology
Milan, 7-10 July 2015

PSYCHOMETRIC PROPERTIES OF THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MSLQ)

AMONG ITALIAN HIGH SCHOOL STUDENTS
Olivari M. G. 1, Bonanomi A.2, Gatti E.1, Confalonieri E. 1
1 Università Cattolica del Sacro Cuore, Psychology Department, CRIdee, Milan, Italy
2 Università Cattolica del Sacro Cuore, Department of Statistical Sciences, Milan, Italy

THEORETICAL FRAMEWORK
According to a recent review (Credé & Phillips, 2011), the
Motivated Strategies for Learning Questionnaire (MSLQ;
Pintrich & DeGrooth, 1990) has been used to assess
student motivation and learning strategies in a variety of
settings (i.e.: online classes, street learning stations). In
the last decade, several studies have investigated the
psychometric properties of this instrument or have
assessed its validity in many different countries (i.e. Czech
Republic, Iran, Mexico, Oman, Turkey). HIGH SCHOOL ATTENDED BY
PARTICIPANTS
In Italy, the psychometric properties of the MSLQ have 28,6% 39,3%
not been investigated yet, although the instrument has
been used to assess motivation processes among Classic
students in online contexts (Albanese et al., 2010; Bordin,
Scientific
Bastianelli & Fluperi, 2009).
32,1%
Technical
AIM
To investigate the psychometric properties of the 44-
item version of the MSLQ in an Italian high school

REGULATION
STRATEGIES
LEARNING
INTRINSIC
EFFICACY

ANXIETY
VALUE
SELF-

SELF-
TEST
students sample by:
a) exploring the factorial structure of the scale
Compared with other students in this class I think I know a great deal
b) confirming the identified factorial model about the subject
.816

c) describing reliability in term of internal consistency My study skills are excellent compared with others in this class .808
d) verifying the validity and generalizability of the factor Compared with others in this class I think I’m a good student .761

structure. I think I will receive a good grade in this class .702

Compared with other students in this class I expect to do well .695
I expect to do very well in this class .598
RESULTS
I am sure I can do an excellent job on the problems and tasks assigned
a. To explore the factorial structure of the scale we performed an EFA, for this class
.457

resulting in a 25-item 5-factor solution (Bartlett’s test of sphericity I know that I will be able to learn the material for this class .418

Chi-square=6364.6, df=300, p<.001 ; Kaiser-Mayer-Olkin=.90). I like what I am learning in this class .808
I think that what we are learning in this class is interesting .794
I think that what I am learning in this class is useful for me to know .667
b. To confirm the identified factorial model we performed a CFA, It is important for me to learn what is being taught in this class .638
providing good fit indices (Χ2=751.924, df=265, p=0.000; CFI=0.923, Understanding this subject is important to me .476
RMSEA=0.051). When I do homework, I try to remember what the teacher said in class
.704
so I can answer the questions correctly
I ask myself questions to make sure I know the material I have been
.647
c. To describe the reliability of the factors we computed Alpha studying
coefficient, showing a good internal consistency. When I study for a test I practice saying the important facts over and
.566
over to myself
SELF- INTRINSIC LEARNING TEST SELF-
Total
EFFICACY VALUE STRATEGIES ANXIETY REGULATION When I study for a test, I try to put together the information from class
.539
Cronbach’s alpha .872 .821 .760 .806 .717 .830 and from the book
When I read materials for this class, I say the words over and over to
d. To verify the validity and generalizability of the factor structure we myself to help me remember
.512

performed a multigroup CFA testing measurement invariance in two When reading I try to connect the things I am reading about with what
.481
subsamples, divided by gender. The Δχ2 between the unconstrained I already know
I have an uneasy, upset feeling when I take a test .865
and constrained models yielded no significant results. The factor
I worry a great deal about tests .724
structure is invariant by gender. I am so nervous during a test that I cannot remember facts I have
.718
Model Χ2 df RMSEA CFI Δχ2(df) p learned
Uncostrained 751.924 265 0.051 0.923 - - Even when study materials are dull and uninteresting, I keep working
.694
Invariant factor loading 1008.806 530 0.036 0.921 256.88(265) 0.628 until I finish
I work hard to get a good grade even when I don’t like a class .651
When work is hard I either give up or study only the easy parts
.481
DISCUSSION (Reversed)

The final Italian version of MSLQ is composed by 25 items and shows a 5-factor solution: Self-Efficacy References

(8 items), Intrinsic Value (5 items), Learning Strategies (6 items), Test Anxiety (3 items) and Self- Credé, M., & Phillips, L. A. (2011).A meta-analytic review of the Motivated
Strategies for Learning Questionnaire. Learning and Individual
Differences,21(4), 337-346.
Regulation (3 items). Albanese, O., Businaro, N., Cacciamani, S., De Marco, B., Farina, E., Ferrini,
T., &Vanin, L. (2010). Riflessione metacognitiva in ambienti online e
The five original factors identified by Pintrich & DeGrooth (1990) are still present in the 25 item autoregolazione nell’attività di studio nei corsi universitari. TD-
Tecnologie Didattiche, 49, 50-61.
Italian version, providing the opportunity to assess the same factors throughout a shorter and easier Bordin V., Bastianelli A., Fluperi S. (2009). Motivazione e prestazione nell’e-
learning. Atti del III Convegno Nazionale. Verso una nuova qualità
instrument. dell’insegnamento e apprendimento della Psicologia: Progettare i
corsi, progettare la formazione, pp. 352-363. URL:
Our 25-item Italian version of the MSLQ represents a useful and reliable measure to assess high http://convdidattica.psy.unipd.it/index.php? page=005
Pintrich, P. R., &DeGroot, E.V.(1990). Motivational and self-regulated
school students’ motivation, as well as, the main factors underlying the learning processes.
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learning components of classroom academic performance.Journal of
Educational Psychology, 82(1), 33-40.