Zhou Ying, Wang Jianhua
School of Education, Beijing Open University, Beijing, China.
School of Foreign Languages, Renmin University of China, Beijing, China.
Front Psychol. 2021 Feb 23;12:620564. doi: 10.3389/fpsyg.2021.620564. eCollection 2021.
In the education context, The Motivational Strategies for Learning Questionnaire (MSLQ) is extensively used in assessing self-regulated learning strategies. However, more research is needed to address whether it is applicable for distance education. The exploratory and confirmatory factor analysis were used to test the Chinese version of the Motivated Strategies for Learning Questionnaire part-B for distance learning (MSLQ-B-DL) using two samples totalling 385 participants. This paper substantiates MSLQ-B-DL's criterion-related, convergent, and factorial validity, as well as its internal consistency, in China. Specifically, the concurrent validity of the MSLQ-B-DL was shown from three aspects: (a) the negative correlation of MSLQ-B-DL with trait procrastination; (b) the positive correlation of MSLQ-B-DL with self-control; and (c) the positive correlation of MSLQ-B-DL with instrumental help-seeking and the former's negative correlation with help-seeking avoidance and executive help-seeking. Finally, this study highlights the MSLQ-B-DL's validity and reliability in evaluating the learning strategies in adult distance education in China.
在教育领域，学习动机策略问卷（MSLQ）被广泛用于评估自我调节学习策略。然而，对于它是否适用于远程教育，还需要更多的研究。本研究使用探索性和验证性因素分析，对总共385名参与者的两个样本进行了测试，以检验中文版的远程学习动机策略问卷B部分（MSLQ-B-DL）。本文证实了MSLQ-B-DL在中国的标准关联效度、收敛效度和因素效度，以及它的内部一致性。具体而言，MSLQ-B-DL的同时效度从三个方面得以体现：（a）MSLQ-B-DL与特质拖延的负相关；（b）MSLQ-B-DL与自我控制的正相关；（c）MSLQ-B-DL与工具性求助的正相关以及前者与求助回避和执行性求助的负相关。最后，本研究强调了MSLQ-B-DL在评估中国成人远程教育学习策略方面的效度和信度。
