Abstract
The Motivated Strategies for Learning Questionnaire (MSLQ) is the most vigorous scale that assesses self-regulated learning (SRL) strategies. The MSLQ is a detailed scale of 81 items with two major dimensions (i.e., the Motivation Dimension (MD) and the Learning Strategies (LS). Each major dimension has again sub-scales. However, its validation is a topic of debate for research experts. Previous researchers determined insufficient evidence to support the 81-item version of the MSLQ theoretical framework. The present research aims to revalidate the brief version of the LS dimension within a distinct Pakistani university student setting (N = 811). The researchers also sought to understand how demographics affect different motivational strategies. This process aimed to derive a condensed version of the LS dimension, intending to dissuade researchers from employing the more extended version in Pakistan. In this study, researchers replicated the previous studies to conduct exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) on the LS Dimension of the brief version of MSLQ using SPSS 27 and AMOS 20. The results indicate that the brief scale version aligns effectively with the model’s five factors (elaboration, rehearsal, critical thinking, organization, and peer learning), affirming its suitability for use in this novel context. The results also indicate that there were no significant differences between male and female students from different regions and public or private universities in terms of employing strategies. However, it was found that research students use cognitive LS, like thinking critically and elaborating, more than other factors.
Keywords: Confirmatory Factor Analysis, Learning Strategies, Psychometric Validation, Revalidation of MSLQ.