Validade estrutural e concorrente da versão brasileira do Questionário de Estratégias de Motivação para Aprendizagem (MSLQ)

Ana Luiza Pedrosa Neves Aichinger; Vithor Rosa Franco; Ricardo Luiz Castro de Mesquita

doi:10.21814/rpe.29262

Authors

Ana Luiza Pedrosa Neves Aichinger Universidade São Francisco, Brasil https://orcid.org/0000-0002-3146-900X
Vithor Rosa Franco Universidade São Francisco, Brasil https://orcid.org/0000-0002-8929-3238
Ricardo Luiz Castro de Mesquita Universidade São Francisco, Brasil https://orcid.org/0000-0001-7206-8264

DOI:

https://doi.org/10.21814/rpe.29262

Keywords:

Self-regulated learning, Exploratory graph analysis, Structural validity, Academic performance, Concurrent validity

Abstract

The Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich and collaborators in the 1980s, has been a widely used instrument in the educational context. However, validity studies carried out internationally have identified weaknesses that should be deepened regarding the instrument's psychometric quality. The aim of this research is to explore structural and concurrent validity evidence for the MSLQ. For doing this, data were collected online with 403 university students, who, in addition to answering the MSLQ, also evaluated their academic performance from “poor” to “excellent” on a six-point scale. Confirmatory factor analysis was used to assess the structural validity of three models: the unifactorial; the original model with 15 subscales; and the exploratory model estimated with exploratory graph analysis. An ordinal logistic regression was also used to assess whether factor scores generated by these models were able to predict self-perception of academic performance. The results indicate that the exploratory model had greater structural validity as well as greater concurrent validity compared to the other two models. This result demonstrates some weaknesses in the original theoretical structure of the MSLQ. The similarities and idiosyncrasies of our results with other studies are discussed, and recommendations are made for future studies on the MSLQ.

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Author Biographies

Ana Luiza Pedrosa Neves Aichinger, Universidade São Francisco, Brasil

Mestranda em Psicologia pelo Programa de Pós-Graduação Stricto Sensu da Universidade São Francisco, na linha de pesquisa Psicologia Educacional. Psicóloga Clínica graduada pela Pontifícia Universidade Católica de Minas Gerais. Possui experiência nas áreas de Psicologia, Avaliação Psicológica e Orientação Profissional.

Vithor Rosa Franco, Universidade São Francisco, Brasil

Professor auxiliar do Programa de Pós-Graduação Stricto Sensu em Psicologia da Universidade São Francisco (USF). Doutor em psicometria (com período de sanduíche em Umeå, Suécia, fomentado pela CAPES pelo Programa de Doutorado Sanduíche no Exterior) e mestre em psicologia social pelo Programa de Pós-Graduação de Psicologia Social, do Trabalho e das Organizações (PPG-PSTO) da Universidade de Brasília (UnB). Possui graduação Bacharel e Psicólogo pelo Instituto de Psicologia (IP) da UnB. Tenho experiência em tomada de decisão social, modelagem por métodos de inferência Bayesiana, psicometria, economia comportamental, econometria e machine learning.

Ricardo Luiz Castro de Mesquita, Universidade São Francisco, Brasil

Possui graduação em Engenharia Mecânica pela Universidade do Estado do Rio de Janeiro -UERJ(1992), Pós Graduação no IAG Master em Marketing pela Pontifícia Universidade Católica do Rio de Janeiro-PUC-Rio(1997) e Mestrado em Metrologia para a Qualidade e Inovação pela PUC-Rio (2001). Tem experiência na área corporativa e acadêmica, atuando com Engenharia, Gestão da Qualidade, Segurança, Saúde e Meio Ambiente e Gerenciamento de Projetos. Certificações em: Gerenciamento de Projetos - PMP ? Project Management Professional ? (PMP Number: 1387124) ? PMI e Auditor Líder de Sistemas de Gestão da Qualidade (Knower/ABENDI‐RAC). Atualmente, atua como professor na Universidade São Francisco.

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