Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India
Non-cognitive competencies play critical role in education. Interventions targeted at these competencies require access to valid measures. Within Indian context, no such validated measure exists at present, and teachers depend on their subjective evaluation of students’ non-cognitive competencies re...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1853303 |
| _version_ | 1797765904854941696 |
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| author | Deepak Maun Kathan Dushyant Shukla Vijaya Sherry Chand |
| author_facet | Deepak Maun Kathan Dushyant Shukla Vijaya Sherry Chand |
| author_sort | Deepak Maun |
| collection | DOAJ |
| description | Non-cognitive competencies play critical role in education. Interventions targeted at these competencies require access to valid measures. Within Indian context, no such validated measure exists at present, and teachers depend on their subjective evaluation of students’ non-cognitive competencies represented via grade or comment on report card. This study examined convergent validity and measurement invariance of seven sub-scales of the Motivated Strategies for Learning Questionnaire (MSLQ), a widely used tool but not yet validated within Indian context. MSLQ, a measure of several non-cognitive competencies, was validated across four castes and two gender groups (N = 6423 elementary school students), the two categories highly relevant in the Indian context. For establishing convergent validity, multi-group confirmatory factor analysis was conducted where all the subfactors were allowed to correlate with each other. For measurement invariance, configural, metric, and scalar invariance were assessed by sequentially imposing more restrictive conditions. We found evidence for strong configural, metric, and scalar invariance across the gender and caste groups, and across all the seven sub-scales of MSLQ. Results also indicated good model fit for all caste and gender groups, thus establishing the convergent validity of all the sub-scales. The implications of the findings are discussed. |
| first_indexed | 2024-03-12T20:17:53Z |
| format | Article |
| id | doaj.art-c5be03dde5c043b2a2ea6bbeeec59df7 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T20:17:53Z |
| publishDate | 2020-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-c5be03dde5c043b2a2ea6bbeeec59df72023-08-02T01:13:21ZengTaylor & Francis GroupCogent Education2331-186X2020-01-017110.1080/2331186X.2020.18533031853303Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in IndiaDeepak Maun0Kathan Dushyant Shukla1Vijaya Sherry Chand2O. P. Jindal Global UniversityIndian Institute of Management AhmedabadIndian Institute of Management AhmedabadNon-cognitive competencies play critical role in education. Interventions targeted at these competencies require access to valid measures. Within Indian context, no such validated measure exists at present, and teachers depend on their subjective evaluation of students’ non-cognitive competencies represented via grade or comment on report card. This study examined convergent validity and measurement invariance of seven sub-scales of the Motivated Strategies for Learning Questionnaire (MSLQ), a widely used tool but not yet validated within Indian context. MSLQ, a measure of several non-cognitive competencies, was validated across four castes and two gender groups (N = 6423 elementary school students), the two categories highly relevant in the Indian context. For establishing convergent validity, multi-group confirmatory factor analysis was conducted where all the subfactors were allowed to correlate with each other. For measurement invariance, configural, metric, and scalar invariance were assessed by sequentially imposing more restrictive conditions. We found evidence for strong configural, metric, and scalar invariance across the gender and caste groups, and across all the seven sub-scales of MSLQ. Results also indicated good model fit for all caste and gender groups, thus establishing the convergent validity of all the sub-scales. The implications of the findings are discussed.http://dx.doi.org/10.1080/2331186X.2020.1853303mslqnon-cognitive competenciesconvergent validitymeasurement invariance |
| spellingShingle | Deepak Maun Kathan Dushyant Shukla Vijaya Sherry Chand Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India Cogent Education mslq non-cognitive competencies convergent validity measurement invariance |
| title | Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India |
| title_full | Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India |
| title_fullStr | Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India |
| title_full_unstemmed | Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India |
| title_short | Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India |
| title_sort | validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in india |
| topic | mslq non-cognitive competencies convergent validity measurement invariance |
| url | http://dx.doi.org/10.1080/2331186X.2020.1853303 |
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