Construct Validity of the Motivated Strategies for Learning Questionnaire

Abstract

This study examined the construct validity of the motivational component of the Motivated Strategies for Learning Questionnaire using both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). 327 students enrolled in Bachelor of Education and Graduate Diploma Education courses at the University of Auckland participated in this study (278 women, 49 men). The results of the EFA did not generate support for either a six-factor or three-factor model. The CFA tested a six-factor correlated original model and a respecified model and found a good fit for the respecified model and a better fit of the original 31-item model in comparison with previous studies. In addition, alternative second-order and hierarchical models were tested, none of which showed better fit than the six-factor correlated models. The reasons for the lack of fit of the original model are discussed in light of nonnormality condition, specification error, and latent variables. Finally, possible explanations for the slight variation in patterns of subscale correlations are discussed.