The paper investigates the psychometric properties, construct and concurrent validity of the Italian version of the Motivated Strategies for Learning Questionnaire (MSLQ) in an Italian primary school student sample through Multidimensional Rasch Analysis. The aim is fivefold: to identify the factorial structure for the Italian primary school sample using both the multidimensional rating scale model and the multidimensional partial credit model; to test the internal consistency of the subscales of the MSLQ; to investigate the item fit of each item of the MSLQ; to detect the item bias based on gender; and to explore the concurrent validity of the MSLQ with the Academic Self-Efficacy Beliefs Scale and anxiety and concentration subscales of AMOS QAS. Participants included 692 primary school students (grades 3 to 5). The MSLQ resulted a reliable measure in the Italian context for the evaluation of motivational beliefs and cognitive strategy use among primary school students.
The psychometric properties of the Motivated Strategies for Learning Questionnaire (MSLQ): Multidimensional Rasch Analysis on primary school data / Bonanomi, Andrea; Cadamuro, Alessia; Olivari Maria, Giulia; Versari, Annalisa; Confalonieri, Emanuela. - In: TPM. TESTING, PSYCHOMETRICS, METHODOLOGY IN APPLIED PSYCHOLOGY. - ISSN 1972-6325. - 27:4(2020), pp. 511-528. [10.4473/TPM27.4.1]
The psychometric properties of the Motivated Strategies for Learning Questionnaire (MSLQ): Multidimensional Rasch Analysis on primary school data
Cadamuro Alessia;Versari Annalisa;
2020
Abstract
The paper investigates the psychometric properties, construct and concurrent validity of the Italian version of the Motivated Strategies for Learning Questionnaire (MSLQ) in an Italian primary school student sample through Multidimensional Rasch Analysis. The aim is fivefold: to identify the factorial structure for the Italian primary school sample using both the multidimensional rating scale model and the multidimensional partial credit model; to test the internal consistency of the subscales of the MSLQ; to investigate the item fit of each item of the MSLQ; to detect the item bias based on gender; and to explore the concurrent validity of the MSLQ with the Academic Self-Efficacy Beliefs Scale and anxiety and concentration subscales of AMOS QAS. Participants included 692 primary school students (grades 3 to 5). The MSLQ resulted a reliable measure in the Italian context for the evaluation of motivational beliefs and cognitive strategy use among primary school students.
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