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Self-regulated learning in Singaporean context: A congeneric approach of confirmatory factor analysis
Citation
Ng, B., Wang, C. K. J., & Liu, W. C. (2017). Self-regulated learning in Singaporean context: A congeneric approach of confirmatory factor analysis. International Journal of Research and Method in Education, 40(1), 91-107. https://doi.org/10.1080/1743727X.2015.1075125
Abstract
The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students' motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified and administered to students (N = 610) in mathematics and science classes. In the first sample, 314 students completed the MSLQ Junior High while a second sample of 296 students completed the revised MSLQ Junior High. Using a congeneric approach of confirmatory factor analysis (CFA), the five-factor measurement model was determined with the first sample. This measurement model was further supported using a second sample and its goodness-of-fit indices were compared with other CFA models. Statistical findings showed that the five-factor structure of the revised MSLQ Junior High had a good model fit. The present study contributes a novel methodological approach by investigating the parsimony confirmatory factor structure of the revised MSLQ Junior High in local academic contexts.
Date Issued
2017
Publisher
Taylor & Francis
Journal
International Journal of Research and Method in Education