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Factor Validity of the Motivated Strategies for Learning Questionnaire (MSLQ)in Asynchronous Online Learning Environments
ARTICLE

, Kent State University-Stark, United States ; , University of Arizona, United States

Journal of Interactive Learning Research Volume 23, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purpose of this study was to investigate the factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in asynchronous online learning environments. In order to check the factor validity, confirmatory factor analysis (CFA) was conducted with 193 cases. Using CFA, it was found that the original measurement model fit for motivation and learning strategies scales of the MSLQ was not satisfactory in asynchronous online learning environments. Exploratory factor analysis (EFA) was conducted to find alternative factors of the MSLQ in asynchronous online learning environments. EFA with motivation and learning strategies scales of the MSLQ revealed five and four latent factors respectively. Finally, issues and implications to improve the factor validity of the MSLQ for an asynchronous online learning environment were discussed.

Citation

Cho, M.H. & Summers, J. (2012). Factor Validity of the Motivated Strategies for Learning Questionnaire (MSLQ)in Asynchronous Online Learning Environments. Journal of Interactive Learning Research, 23(1), 5-28. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved August 25, 2019 from .