Journal
INTERNATIONAL JOURNAL OF TESTING
Volume 10, Issue 2, Pages 149-165Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/15305050903534670
Keywords
Motivated Strategies for Learning Questionnaire; Chinese version; confirmatory factor analysis; item response theory; Graded Response Model; differential item functioning; differential test functioning
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Funding
- Partnership for Improvement of Learning and Teaching (PILT)
- Education Bureau, Hong Kong S.A.R
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This article reports the adaptation and analysis of Pintrich's Motivated Strategies for Learning Questionnaire (MSLQ) in Hong Kong. First, this study examined the psychometric qualities of the existing Chinese version of MSLQ (MSLQ-CV). Based on this examination, this study developed a revised Chinese version of MSLQ (MSLQ-RCV) for junior secondary students in Hong Kong. Confirmatory factor analysis and Graded Response Model (GRM) were used to examine the internal consistency, construct validity, differential item functioning (DIF), and differential test functioning (DTF) of the revised instrument, which contains six factors and 50 items. Compared with the existing MSLQ-CV, the factor structure of MSLQ-RCV was expanded to incorporate two new factors: extrinsic value and peer learning. The reasons for these amendments and implications of the findings are discussed.
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