Psychometric Validation of the Motivated Strategies for Learning Questionnaire with Mexican University Students

Abstract

Introduction. The Motivated Strategies for Learning Questionnaire (MSLQ) is a self-report instrument designed to assess students' motivation and learning strategies (cognitive, meta-cognitive, and resource management). In the present study, we focused on translate, adapt and validate the MSLQ to Mexican educational context. Method. The original version of the MSLQ was translated and adapted to mexican education-al context under the name of Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA) taking into account 22 guidelines established by the International Test Commission (ITC) and subsequently administered to mexican students (N=1,140) of a southeastern univer-sity of México. Results. Results allow concluding that the items were grouped in each of the factors using factorization of major axes. Internal consistency rates obtained were acceptable. Discussion and conclusion. The results show great power providing useful information about how this instrument can answer our initial question of self-regulated learning: How do stu-dents can become experts in their own learning processes? Keywords: MSLQ, psychometric properties, self-regulated learning, university students.