Factorial Reduction of the Main Scales of the Motivated Strategies for Learning Questionnaire (MSLQ) in Mexican Health Sciences University Students
Abstract
:1. Introduction
2. Materials and Methods
2.1. Ethical Considerations
2.2. Subjects
2.3. Study Design and Procedures
2.4. Instrument
2.5. Instrument Translation
2.6. Variables
2.7. Statistical Analysis
3. Results
3.1. CFA and EFA
3.2. CFA for the Reduced Scale
3.3. Correlations Between MSLQ Scales and GPA
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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CFI | TLI | RMSEA | Xi2 (df) | p Value |
---|---|---|---|---|
0.926 | 0.915 | 0.049 | 3989.112 (300) | <0.01 |
Item | Factor 1 | Factor 2 | Factor 3 | Factor 4 | Factor 5 | Factor 6 |
---|---|---|---|---|---|---|
CTH_1 (item 51) | 0.976 | |||||
CTH_2 (item 47) | 0.700 | |||||
CTH_3 (item 66) | 0.698 | |||||
CTH_4 (item 71) | 0.903 | |||||
ORG_1 (item 49) | 0.924 | |||||
ORG_2 (item 63) | 0.807 | |||||
ORG_3 (item 32) | 0.871 | |||||
ORG_4 (item 42) | 0.928 | |||||
TVA_1 (item 17) | 0.573 | |||||
TVA_2 (item 23) | 0.629 | |||||
TVA_3 (item 10) | 0.636 | |||||
TVA_4 (item 27) | 0.579 | |||||
TRE_1 (item 37) | 1.008 | |||||
TRE_2 (Item 77) | 0.746 | |||||
TRE_3 (item 52) | 0.718 | |||||
TRE_4 (item 60) | 0.699 | |||||
RHE_1 (item 39) | 0.772 | |||||
RHE_2 (item 46) | 0.757 | |||||
RHE_3 (item 59) | 0.761 | |||||
RHE_4 (item 72) | 0.748 | |||||
SRE_1 (item 74) | 0.626 | |||||
SRE_2 (item 41) | 0.530 | |||||
SRE_3 (item 44) | 0.707 | |||||
SRE_4 (item 54) | 0.583 | |||||
SRE_5 (item 48) | 0.607 | |||||
Cronbach’s alpha/McDonald’s omega | 0.816/0.818 | 0.803/0.804 | 0.849/0.848 | 0.708/0.714 | 0.756/0.756 | 0.704/0.706 |
Item | English/Spanish |
---|---|
CTH1 | I treat the course material as a starting point and try to develop my own ideas about it/“Tomo el material de clase como punto de partida y trato de desarrollar mis propias ideas sobre el tema” |
CTH2 | When a theory, interpretation, or conclusion is presented in class or in the readings, I try to decide if there is good supporting evidence/“Cuando se presenta una teoría, interpretación o conclusión en clase, trato de decidir si hay buena evidencia de apoyo” |
CTH3 | I try to play around with ideas of my own related to what I am learning in this course/“Trato de jugar con mis propias ideas relacionadas con lo que estoy aprendiendo en clase” |
CTH4 | Whenever I read or hear an assertion or conclusion in this class, I think about possible alternatives/“Cada vez que escucho una afirmación o conclusión en clase pienso en posibles alternativas” |
ORG1 | I make simple charts, diagrams, or tables to help me organize course material/“Realizo gráficos, diagramas o tablas simples para ayudarme a organizar la información” |
ORG2 | When I study for this course, I go over my class notes and make an outline of important concepts/“Cuando estudio para mis clases reviso mis notas y hago un resumen de los conceptos importantes” |
ORG3 | When I study the readings for this course, I outline the material to help me organize my thoughts/“Cuando estudio para mis clases, bosquejo la información para ayudarme a organizar mis pensamientos” |
ORG4 | When I study for this course, I go through the readings and my class notes and try to find the most important ideas/“Cuando estudio para mis clases, reviso las lecturas y notas de clase y trato de encontrar las ideas más importantes” |
TVA1 | I am very interested in the content area of this course/“Estoy muy interesado en el contenido de mis clases” |
TVA2 | I think the course material in this class is useful for me to learn/“Creo que la información de mis clases es útil para que la aprenda” |
TVA3 | It is important for me to learn the course material in this class/“Es importante para mí aprender la información de mis clases” |
TVA4 | Understanding the subject matter of this course is very important to me/“Es muy importante para mí comprender la información de mis clases” |
TRE1 | I often feel so lazy or bored when I study for this class that I quit before I finish what I planned to do/“A menudo me siento con tanta flojera o aburrimiento cuando estudio para mis clases que dejo de hacerlo antes de lo planeado” |
TRE2 | I often find that I don’t spend very much time on this course because of other activities/“A menudo encuentro que no le dedico mucho tiempo a mis clases debido a otras actividades” (Reversed) |
TRE3 | I find it hard to stick to a study schedule/“Me resulta difícil cumplir con un horario de estudio” (Reversed) |
TRE4 | When course work is difficult, I give up or only study the easy parts/“Cuando el trabajo de las clases es difícil, me doy por vencido o solo estudio las partes fáciles” |
RHE1 | When I study for this class, I practice saying the material to myself over and over/“Cuando estudio para mis clases practico diciendo la información varias veces” |
RHE2 | When studying for this class, I read my class notes and the course readings over and over again/“Cuando estudio para mis clases leo las notas y lecturas varias veces” |
RHE3 | I memorize key words to remind me of important concepts in this class/“Memorizo palabras clave para recordar conceptos importantes de mis clases” |
RHE4 | I make lists of important terms for this course and memorize the lists/“Hago listas de términos importantes para mis clases y los memorizo” |
SRE1 | Even when course materials are dull and uninteresting, I manage to keep working until I finish/“Incluso cuando los temas del curso son aburridos o poco interesantes, sigo trabajando hasta que termino” |
SRE2 | When I become confused about something I’m reading for this class, I go back and try to figure it out/“Cuando me confundo con algo que estoy leyendo para las clases, regreso al punto y trato de resolverlo” |
SRE3 | If course materials are difficult to understand, I change the way I read the material/“Si los temas del cuso son difíciles de entender cambio la forma en que leo el material” |
SRE4 | Before I study new course material thoroughly, I often skim it to see how it is organized/“Antes de estudiar a fondo nueva información, la hojeo para ver cómo está organizada” |
SRE5 | I work hard to do well in this class even if I don’t like what we are doing/“Trabajo duro para que me vaya bien en las clases, incluso si no me gusta lo que estamos haciendo” |
Scales | GPA | |
---|---|---|
Reduced scales | Critical thinking (CTH) | 0.11 * |
Organization (ORG) | 0.21 ** | |
Task value (TVA) | 0.21 ** | |
Time regulation (TRE) | 0.23 ** | |
Rehearsal (RHE) | 0.14 ** | |
Self-regulation (SRE) | 0.26 ** | |
Original scales | Critical thinking (CTH) | 0.12 * |
Organization (ORG) | 0.21 ** | |
Task value (TVA) | 0.24 ** | |
Time study and environment (TSE) | 0.27 ** | |
Effort regulation (ERE) | 0.28 ** | |
Elaboration (ELA) | 0.23 ** | |
Intrinsic goal orientation (IGO) | 0.09 | |
Meta-cognitive self-regulation (MSR) | 0.18 ** | |
Rehearsal (RHE) | 0.14 ** |
Scales | TVA | ORG | TRE | CTH | SRE | RHE |
---|---|---|---|---|---|---|
TVA | - | 0.22 ** | 0.21 ** | 0.18 ** | 0.39 ** | 0.47 ** |
ORG | - | 0.45 ** | 0.43 ** | 0.64 ** | 0.58 ** | |
TRE | - | 0.23 ** | 0.49 ** | 0.31 ** | ||
CTH | - | 0.53 ** | 0.22 ** | |||
SRE | - | 0.42 ** | ||||
RHE | - |
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© 2025 by the authors. Published by MDPI on behalf of the University Association of Education and Psychology. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
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Brambila-Tapia, A.J.L.; Velarde-Partida, E.U.; Carrillo-Delgadillo, L.A.; Ramírez-De-los-Santos, S.; Macías-Espinoza, F. Factorial Reduction of the Main Scales of the Motivated Strategies for Learning Questionnaire (MSLQ) in Mexican Health Sciences University Students. Eur. J. Investig. Health Psychol. Educ. 2025, 15, 103. https://doi.org/10.3390/ejihpe15060103
Brambila-Tapia AJL, Velarde-Partida EU, Carrillo-Delgadillo LA, Ramírez-De-los-Santos S, Macías-Espinoza F. Factorial Reduction of the Main Scales of the Motivated Strategies for Learning Questionnaire (MSLQ) in Mexican Health Sciences University Students. European Journal of Investigation in Health, Psychology and Education. 2025; 15(6):103. https://doi.org/10.3390/ejihpe15060103
Chicago/Turabian StyleBrambila-Tapia, Aniel Jessica Leticia, Edgar Ulises Velarde-Partida, Laura Arely Carrillo-Delgadillo, Saúl Ramírez-De-los-Santos, and Fabiola Macías-Espinoza. 2025. "Factorial Reduction of the Main Scales of the Motivated Strategies for Learning Questionnaire (MSLQ) in Mexican Health Sciences University Students" European Journal of Investigation in Health, Psychology and Education 15, no. 6: 103. https://doi.org/10.3390/ejihpe15060103
APA StyleBrambila-Tapia, A. J. L., Velarde-Partida, E. U., Carrillo-Delgadillo, L. A., Ramírez-De-los-Santos, S., & Macías-Espinoza, F. (2025). Factorial Reduction of the Main Scales of the Motivated Strategies for Learning Questionnaire (MSLQ) in Mexican Health Sciences University Students. European Journal of Investigation in Health, Psychology and Education, 15(6), 103. https://doi.org/10.3390/ejihpe15060103