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.
Highlights
Research shows that Self-regulated learning (SRL) strategies can foster students’ digital literacy when learning independently online, which has been considered as sustainable development in lifelong learning [8] and aligns with the UNESCO Education for Sustainable Development (ESD) goal [9]
Factor analysis yielded satisfactory loadings and model fit, the authors presented limitations of MSLQ-CAL, and recommended validation of each scale using more advanced statistical approaches, given the limited availability of SRL instruments in the purpose of this study is to extend Tong et al.’s work to further validate the subscale of learning strategies (MSLQ-CAL-LS) among 2499 Chinese undergraduate students who have completed one-semester of online learning during COVID-19 pandemic in spring 2020 and resumed face-to-face instruction in fall 2020
In this validation of MSLQ-CAL-LS, we addressed student characteristics of gender, which is an important component in the SRL model [15]
Summary
The global pandemic has led to interrupted education and an abrupt transition from face-to-face to an online learning format or a hybrid in tertiary institutions [5]. Such unexpected change might result in a need for learners to adjust their SRL strategies [6,7]. Research shows that SRL strategies can foster students’ digital literacy (the ability to identify, evaluate, and communicate information via typing or media on various online platforms) when learning independently online, which has been considered as sustainable development in lifelong learning [8] and aligns with the UNESCO Education for Sustainable Development (ESD) goal [9]
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