Brambila-Tapia Aniel Jessica Leticia, Velarde-Partida Edgar Ulises, Carrillo-Delgadillo Laura Arely, Ramírez-De-Los-Santos Saúl, Macías-Espinoza Fabiola
Departamento de Psicología Básica, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44340, Mexico.
Licenciatura en Psicología, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44340, Mexico.
Eur J Investig Health Psychol Educ. 2025 Jun 5;15(6):103. doi: 10.3390/ejihpe15060103.
MSLQ is a self-report instrument that measures motivational orientations and learning strategies of college students and is widely used to measure self-regulated learning. MSLQ has not been translated into Spanish and validated in the Spanish-speaking Latin American population. The objective of the study is to adapt, validate, and perform a factorial reduction of 9 out of 15 scales of the MSLQ instrument and correlate the scales with the grade point average (GPA) of a sample of health sciences university students. Nine scales (48 items) of the MSLQ were translated into Spanish and adapted to the Mexican population. Students were invited directly in their classrooms and filled out an electronic questionnaire with personal variables and these nine scales of the MSLQ instrument. We performed exploratory and confirmatory factor analysis (EFA and CFA) and based on the EFA a reduced version of the instrument was proposed. A total of 439 students were included. The CFA showed unacceptable fit parameters with the original scale, therefore an item reduction and rearrangement were performed according to the EFA, and this yielded a reduced version with six scales and 25 items which showed acceptable fit parameters. This new reduced version rearranged the items of the effort regulation scale (ERE) into two different scales newly created in this version: time regulation (TRE) and self-regulation (SRE). The scales that disappeared in the reduced version were: intrinsic goal orientation (IGO), meta-cognitive self-regulation (MSR), and elaboration (ELA). The reduced version showed acceptable fit parameters that included the creation of two new scales (TRE and SRE). In addition, two scales were reduced (TVA and CTH), three scales were modified (MSE, TSE and ERE), two were unmodified (RHE and ORG), and two scales were eliminated (IGO and ELA).
动机策略学习问卷(MSLQ)是一种自我报告工具,用于测量大学生的动机取向和学习策略,被广泛应用于自我调节学习的测量。MSLQ尚未被翻译成西班牙语并在讲西班牙语的拉丁美洲人群中进行验证。本研究的目的是对MSLQ工具15个量表中的9个进行改编、验证并进行因子化简,并将这些量表与健康科学专业大学生样本的平均绩点(GPA)进行关联。MSLQ的9个量表(48个项目)被翻译成西班牙语并适用于墨西哥人群。学生们在教室里被直接邀请,填写了一份包含个人变量以及MSLQ工具这9个量表的电子问卷。我们进行了探索性和验证性因子分析(EFA和CFA),并基于探索性因子分析提出了该工具的简化版本。总共纳入了439名学生。验证性因子分析显示与原始量表的拟合参数不可接受,因此根据探索性因子分析进行了项目删减和重新排列,得到了一个简化版本,包含6个量表和25个项目,其拟合参数可接受。这个新的简化版本将努力调节量表(ERE)的项目重新排列到该版本新创建的两个不同量表中:时间调节(TRE)和自我调节(SRE)。简化版本中消失的量表有:内在目标取向(IGO)、元认知自我调节(MSR)和精加工(ELA)。简化版本显示出可接受的拟合参数,包括创建了两个新量表(TRE和SRE)。此外,两个量表被简化(TVA和CTH),三个量表被修改(MSE、TSE和ERE),两个量表未修改(RHE和ORG),两个量表被删除(IGO和ELA)。