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Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China

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Listed:
  • Haitao Guo

    (Media and Cultural Development and Research Center, College of Mass Communication, Shenzhen University, Shenzhen 518060, China)

  • Fuhui Tong

    (Center for Research and Development in Dual Language and Literacy Acquisition, Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843, USA)

  • Zhuoying Wang

    (Center for Research and Development in Dual Language and Literacy Acquisition, Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843, USA)

  • Shifang Tang

    (Center for Research and Development in Dual Language and Literacy Acquisition, Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843, USA)

  • Myeongsun Yoon

    (Center for Research and Development in Dual Language and Literacy Acquisition, Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843, USA)

  • Ming Ying

    (Shenzhen Key Laboratory of Marine Bioresources and Ecology/Shenzhen Key Laboratory of Microbial Genetic Engineering, College of Life Sciences and Oceanography, Shenzhen University, Shenzhen 518060, China)

  • Xiaofeng Yu

    (Media and Cultural Development and Research Center, College of Mass Communication, Shenzhen University, Shenzhen 518060, China)

Abstract

This study examined psychometric properties and measurement invariance of the Motivated Strategies for Learning Questionnaire for Chinese adult learners, learning strategy scale (MSLQ-CAL-LS). Data were collected from 2499 college students from 15 Chinese universities. Results from factor analysis suggested satisfactory psychometric properties of MSLQ-CAL-LS. We further identified strong evidence to support the configural, metric, scalar and strict invariance across the gender groups, confirming the appropriate use of MSLQ-CAL-LS that can accurately capture the construct of self-regulated learning (SRL) strategies among both female and male Chinese adult learners. This study provides one step forward to measure SRL outside the Western context. Recommendations for future research are discussed.

Suggested Citation

  • Haitao Guo & Fuhui Tong & Zhuoying Wang & Shifang Tang & Myeongsun Yoon & Ming Ying & Xiaofeng Yu, 2021. "Examining Self-Regulated Learning Strategy Model: A Measurement Invariance Analysis of MSLQ-CAL among College Students in China," Sustainability, MDPI, vol. 13(18), pages 1-12, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:18:p:10133-:d:632660
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    References listed on IDEAS

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    1. Haitao Guo & Fuhui Tong & Zhuoying Wang & Yue Min & Shifang Tang, 2018. "English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison," Sustainability, MDPI, vol. 10(11), pages 1-17, November.
    2. Wunong Zhang & Yuxin Wang & Lili Yang & Chuanyi Wang, 2020. "Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak," JRFM, MDPI, vol. 13(3), pages 1-6, March.
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