Adaptation and validation of the motivated strategies for learning questionnaire for spanish adolescents

  1. Adrián Segura-Robles 1
  2. Antonio-José Moreno-Guerrero 2
  3. María-Elena Parra-González 1
  4. Jesús López-Belmonte 2
  1. 1 Department of Research Methods and Diagnosis in Education, University of Granada
  2. 2 Department of Didactics and School Organization, University of Granada
Revista:
EJIHPE: European Journal of Investigation in Health, Psychology and Education

ISSN: 2174-8144,  2254-9625

Año de publicación: 2021

Volumen: 11

Número: 1

Páginas: 142-153

Tipo: Artículo

DOI: 10.3390/EJIHPE11010012 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: EJIHPE: European Journal of Investigation in Health, Psychology and Education

Resumen

This work adapts and validates the scale of the motivated strategies for learning questionnaire (MSLQ), which is used to measure motivation. For this, an instrumental design was carried out with the purpose of analyzing the psychometric properties of the instrument. The sample consisted of 307 participants enrolled in compulsory secondary education. Reliability with fit indices were good in model B (proposed) with composite reliability, global reliability index, and Cronbach’s alpha. The original model (A) presented small problems that had to be adjusted when carrying out the translation. We concluded that adaptation and subsequent validation of the MSLQ instrument into a Spanish context was positive. In this sense, adequate adjustment rates have been achieved. However, in its contextual adequacy, the need arises to modify the presentation of the items alluding to intrinsic motivation due to the difficulty of measuring such a construct. Among the implications reached in this study is the possibility of having a validated instrument for the Spanish adolescent context to measure motivation on educational aspects. Furthermore, this tool can serve as the basis for the design of other instruments that measure this construct in other age ranges.

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