Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents
Metadatos
Mostrar el registro completo del ítemAutor
Segura Robles, Adrián; Moreno Guerrero, Antonio José; Parra González, María Elena; López Belmonte, JesúsEditorial
MDPI
Materia
Validation Questionnaire Motivation in learning Intrinsic motivation Extrinsic motivation
Fecha
2021-02-13Referencia bibliográfica
Segura-Robles, A.; Moreno-Guerrero, A.-J.; Parra-González, M.-E.; López-Belmonte, J. Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents. Eur. J. Investig. Health Psychol. Educ. 2021, 11, 142–153. [https://doi.org/10.3390/ejihpe11010012]
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.