Validating the Academic Self-Regulated Learning Scale with the Motivated Strategies For Learning Questionnaire (MSLQ) and Learning and Study Strategies Inventory (LASSI)

Abstract

The present study further established the construct validity of the Academic Self-regulated Learning Scale (A-SRL-S, Magno, 2010) through its functional correlation with the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning and Study Strategies Inventory (LASSI). The three questionnaires were administered to 755 college students from different universities in the National Capital Region in the Philippines. All subscales of the three instruments had significant intercorrelations (p<.001). Three measurement models, using Confirmatory Factor Analysis were tested to determine which best explains the construction of the A-SRL-S. A two factor model where the A-SRL-S was combined with MLSQ with LASSI on a separate factor turned to have a bad fit (2=2648.02, df=89, RMSEA=.26, SRMR=.20, AIC=3.39, SBC=3.78, BCCVI=3.60). Another two-factor model where A-SRL-S was combined with LASSI with MSLQ this time on a separate factor improved its fit as compared to the first model (2=1052.99, df=89, RMSEA=.13, SRMR=.09, AIC=1.47, SBC=1.66, BCCVI=1.48). The last three-factor model where A-SRL-S, MSLQ, and LASSI are structured as separate correlated factors turned to have the best fit (2=473.47, df=87, RMSEA=.08, SRMR=.04, AIC=.71, SBC=.92, BCCVI=.71). Implications about the usefulness and validity of the A-SRL-S in research were discussed.

Keywords: self-regulation, Academic Self-regulated Learning Scale, Motivated Strategies