Examining cross-cultural transferability of self-regulated learning model: an adaptation of the Motivated Strategies for Learning Questionnaire for Chinese adult learners

ABSTRACT

This study investigated the psychometric properties of an adapted Chinese version of Motivated Strategies for Learning Questionnaire (MSLQ) using exploratory factor analysis and confirmatory factor analysis. Data were collected from 611 college students from two Chinese universities on the scales of Motivation and Learning Strategies. Results suggested that cross-cultural adaptation and modification were necessary when addressing the transferability of self-regulated learning (SRL) models from Western culture to Eastern culture, particularly in the Chinese educational context. The adapted models indicated absence of Intrinsic Goal Orientation, ambiguity of Peer Learning, and split of managing resources of study time and place among Chinese adult learners. Re-specified models were tested and adequate reliability and model fit indices were reported in MSLQ for Chinese adult learners (MSLQ-CAL) with 52 items. These modifications were discussed with theoretical and empirical perspectives related to SRL.

KEYWORDS:

• Self-regulated learning
• Motivated Strategies for Learning Questionnaire
• factor analysis
• Chinese college students
• cross-cultural transferability

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

Supplemental data can be accessed here.

Additional information

Funding

This project is supported by Shenzhen University and Texas A&M University.

Notes on contributors

Fuhui Tong

Fuhui Tong is Professor and Chair of Bilingual Education Division in the Department of Educational Psychology, College of Educational and Human Development, Texas A&M University. She serves as Associate Director of the Center for Research & Development in Dual Language & Literacy Acquisition. Her research interests include research design and quantitative methodology in bilingual/ESL education, higher education in international context, assessment, and program evaluation.

Haitao Guo

Haitao Guo is a lecturer at the Center for Media and Social Change College of Mass Communication, Shenzhen University, Shenzhen, China.

Zhuoying Wang

Zhuoying Wang is a Ph.D student in the Department of Educational Psychology, Center for Research & Development in Dual Language & Literacy Acquisition in the College of Education and Human Development, Texas A&M University. Her research interests include assessment and evaluation for English learners in ESL and bilingual settings, as well as examining their self-regulated learning motivation and strategies.

Yue Min

Yue Min received her doctorate in Educational Psychology with an emphasis in bilingual education from the Department of Educational Psychology, Texas A&M University. Her research interests include bilingual students’ oral language development, bilingual pedagogy, classroom observation, and Chinese/English bilingual education.

Wenhong Guo

Wenhong Guo is a Ph.D student in the Department of Educational Psychology, Center for Research & Development in Dual Language & Literacy Acquisition in the College of Education and Human Development, Texas A&M University. Her research interests include second language acquisition, educational technology, and ESL and bilingual education.

Myeongsun Yoon

Myeongsun Yoon is an Associate Professor in the in the Department of Educational Psychology, College of Educational and Human Development, Texas A&M University. Her research interests include measurement invariance, psychometrics, and structural equation modeling.