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Int J Med Educ. 2018 Nov 30;9:309-315. doi: 10.5116/ijme.5bec.81cf.

Validity of the motivated strategies for learning questionnaire in Saudi Arabia.

Author information

1
Department of Dermatology, College of Medicine, Prince Sattam Bin Abdulaziz University, Saudi Arabia.
2
Department of Internal Medicine, College of Medicine, King Saud University, Saudi Arabia.
3
Department of Medical Education, College of Medicine, Prince Sattam Bin Abdulaziz University, Saudi Arabia.
4
Training and Education Department, Bahrain Defense Force, Bahrain.

Abstract

Objectives:

To assess the construct validity and reliability of the motivation section of the Motivated Strategies for Learning Questionnaire in Saudi Arabia.

Methods:

A cross-sectional study using the Motivated Strategies for Learning Questionnaire (MSLQ) was conducted.  The MSQL has essentially two sections: a motivation section and a learning strategies section.  The motivation section, which consists of 31 items, was used.  A total of 146 medical students who were all male completed the questionnaire.  Confirmatory factor analysis was used to test the hypothesised factor structure, and to identify the validity and reliability of the motivation section of the MSQL.

Results:

A selected group of fit statistics showed that the hypothesised model did not fit the sample data fairly well.  The Intrinsic Goal Orientation subscale consisted of 4 items (α = 0.75), the Extrinsic Goal Orientation subscale consisted of 4 items (α = 0.78), the Task Value subscale consisted of 6 items (α =0.86), the Control of Learning Beliefs consisted of 4 items (α =0.78), the Self-Efficacy for Learning and Performance consisted of 8 items (α =0.89), and the Test Anxiety consisted of 5 items (α =0.77).

Conclusions:

It is concluded that the hypothesised model did not fit the data well. This may suggest that the motivation section of the MSQL may not work for Saudi Arabian students. However, this could be due to the fact that the sample data available on this study did not represent female students. Further work is required to establish this. Limitations of the study are discussed.

KEYWORDS:

cfa; motivation; saudi arabia; scale development

PMID:
30504525
DOI:
10.5116/ijme.5bec.81cf
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