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

References

• Azevedo, R. 2015. “Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues.” Educational Psychologist 50 (1): 84–94. doi:10.1080/00461520.2015.1004069.
   Web of Science ®Google Scholar
• Barkley, E. F., K. P. Cross, and C. H. Major. 2014. Collaborative Learning Techniques: A Handbook for College Faculty. Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Bentler, P. M. 1990. “Comparative Fit Indexes in Structural Models.” Psychological Bulletin 107 (2): 238–246. doi:10.1037/0033-2909.107.2.238.
   PubMed Web of Science ®Google Scholar
• Biggs, J. B. 1992. Learning and Schooling in Ethnic Chinese: an Asian Solution to a Western Problem. University of Hong Kong: Unpublished manuscript.
   Google Scholar
• Boekaerts, M., and L. Corno. 2005. “Self-Regulation in the Classroom: A Perspective on Assessment and Intervention.” Applied Psychology 54 (2): 199–231. doi:10.1111/apps.2005.54.issue-2.
   Web of Science ®Google Scholar
• Brislin, R. W. 1970. “Back-Translation for Cross-Cultural Research.” Journal of Cross-Cultural Psychology 1 (3): 185–216. doi:10.1177/135910457000100301.
   Web of Science ®Google Scholar
• Cheung, C. K., E. Rudowicz, G. Lang, X. D. Yue, and A. S. F. Kwan. 2001. “Critical Thinking among University Students: Does the Family Background Matter?” College Student Journal 35 (4): 577–597.
   Google Scholar
• Costello, A. B., and J. W. Osborne. 2005. “Exploratory Factor Analysis: Four Recommendations for Getting the Most from Your Analysis.” Practical Assessment, Research, & Evaluation 10 (7): 1–9.
   Google Scholar
• Dinsmore, D. L., P. A. Alexander, and S. M. Loughlin. 2008. “Focusing the Conceptual Lens on Metacognition, Self-Regulation, and Self-Regulated Learning.” Educational Psychology Review 20 (4): 391–409. doi:10.1007/s10648-008-9083-6.
   Web of Science ®Google Scholar
• Dunlosky, J., K. A. Rawson, E. J. Marsh, M. J. Nathan, and D. T. Willingham. 2013. “Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology.” Psychological Science in the Public Interest 14 (1): 4–58. doi:10.1177/1529100612453266.
   PubMed Web of Science ®Google Scholar
• Efklides, A. 2011. “Interactions of Metacognition with Motivation and Affect in Self-Regulated Learning: The MASRL Model.” Educational Psychology 46: 6–25. doi:10.1080/00461520.2011.53864.
   Web of Science ®Google Scholar
• Eisenberger, R., and J. Cameron. 1996. “Detrimental Effects of Reward: Reality or Myth?” American Psychologist 51 (11): 1153–1166.
   PubMed Web of Science ®Google Scholar
• Fabrigar, L. R., and D. T. Wegener. 2011. Exploratory Factor Analysis: Understanding Statistics. New York: Oxford University Press.
   Google Scholar
• Garcia, T., and P. R. Pintrich. 1996. “Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire.” In Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge, edited by M. Birenbaum and F. J. R. C. Dochy, 319–339. Boston: Kluwer Academic.
   Google Scholar
• Garcia, T., and P.R. Pintrich (1995, April). Assessing Students’ Motivation and Learning Strategies: The Motivated Strategies for Learning Questionnaire. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
   Google Scholar
• Greene, B. A., R. B. Miller, H. M. Crowson, B. L. Duke, and K. L. Akey. 2004. “Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation.” Contemporary Educational Psychology 29 (4): 462–482. doi:10.1016/j.cedpsych.2004.01.006.
   Web of Science ®Google Scholar
• Guo, F., and J. Shi. 2016. “The Relationship between Classroom Assessment and Undergraduates’ Learning within Chinese Higher Education System.” Studies in Higher Education 41 (4): 642–663. doi:10.1080/03075079.2014.942274.
   Web of Science ®Google Scholar
• Hallinger, P. 2010. “Making Education Reform Happen: Is There an ‘Asian’ Way?” School Leadership and Management 30 (5): 401–418. doi:10.1080/13632434.2010.502524.
   Google Scholar
• Hu, L., and P. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi:10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Jackson, D. L., J. A. Gillaspy Jr, and R. Purc-Stephenson. 2009. “Reporting Practices in Confirmatory Factor Analysis: An Overview and Some Recommendations.” Psychological Methods 14 (1): 6–23. doi:10.1037/a0014694.
   PubMed Web of Science ®Google Scholar
• Kaiser, H. F. 1960. “The Application of Electronic Computers to Factor Analysis.” Educational and Psychological Measurement 20 (1): 141–151. doi:10.1177/001316446002000116.
   Web of Science ®Google Scholar
• Karadeniz, S., S. Bueyuekoeztuerk, Ö. E. Akgün, E. K. Cakmak, and F. Demirel. 2008. “The Turkish Adaptation Study of Motivated Strategies for Learning Questionnaire (MSLQ) for 12–18 Year Old Children: Results of Confirmatory Factor Analysis.” TOJET: the Turkish Online Journal of Educational Technology 7: 4.
   Google Scholar
• Kenner, C., and J. Weinerman. 2011. “Adult Learning Theory: Applications to Non-Traditional College Students.” Journal of College Reading and Learning 41 (2): 87–96. doi:10.1080/10790195.2011.10850344.
   Google Scholar
• Lau, K. L., and J. C. K. Lee. 2008. “Examining Hong Kong Students’ Achievement Goals and Their Relations with Students’ Perceived Classroom Environment and Strategy Use.” Educational Psychology 28: 357–372. doi:10.1080/01443410701612008.
   Web of Science ®Google Scholar
• Law, Y. K., C. K. Chan, and J. Sachs. 2008. “Beliefs about Learning, Self-regulated Strategies and Text Comprehension among Chinese Children.” British Journal Of Educational Psychology 78 (1): 51–73.
   PubMed Web of Science ®Google Scholar
• Law, Y. K., C. K. Chan, and J. Sachs. 2008. “Beliefs about Learning, Self‐regulated Strategies and Text Comprehension among Chinese Children.” British Journal Of Educational Psychology 78 (1): 51-73.
   PubMed Web of Science ®Google Scholar
• Lee, J. C. K., H. Yin, and Z. Zhang. 2010. “Adaptation and Analysis of Motivated Strategies for Learning Questionnaire in the Chinese Setting.” International Journal of Testing 10: 149–165. doi:10.1080/15305050903534670.
   Google Scholar
• Lee, J. C. K., Z. Zhang, and H. Yin. 2010. “Using Multidimensional Rasch Analysis to Validate the Chinese Version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV).” European Journal of Psychology of Education 25 (1): 141–155. doi:10.1007/s10212-009-0009-6.
   Web of Science ®Google Scholar
• Leung, S. A., Z. J. Hou, I. Gati, and X. Li. 2011. “Effects of Parental Expectations and Cultural-Values Orientation on Career Decision-Making Difficulties of Chinese University Students.” Journal of Vocational Behavior 78 (1): 11–20. doi:10.1016/j.jvb.2010.08.004.
   Web of Science ®Google Scholar
• Lucenta, L. 2011. “China’s Higher Education Lacks Higher Learning.” Phi Delta Kappa 93 (4): 76–77. doi:10.1177/003172171109300421.
   Web of Science ®Google Scholar
• MacCallum, R. C., M. Roznowski, and L. B. Necowitz. 1992. “Model Modifications in Covariance Structure Analysis: The Problem of Capitalization on Chance.” Psychological Bulletin 111 (3): 490–504.
   PubMed Web of Science ®Google Scholar
• Marsh, H. W., and D. Hocevar. 1985. “Application of Confirmatory Factor Analysis to the Study of Self-Concept: First-And Higher Order Factor Models and Their Invariance across Groups.” Psychological Bulletin 97 (3): 562–582. doi:10.1037/0033-2909.97.3.562.
   Web of Science ®Google Scholar
• McDonald, R. P., and M. H. R. Ho. 2002. “Principles and Practice in Reporting Structural Equation Analyses.” Psychological Methods 7 (1): 64. doi:10.1037/1082-989X.7.1.64.
   PubMed Web of Science ®Google Scholar
• McEnery, T., and R. Xiao. 2010. Corpus-Based Contrastive Studies of English and Chinese. Abingdon, UK: Routledge.
   Google Scholar
• McKenzie, K., K. Gow, and R. Schweitzer. 2004. “Exploring First-Year Academic Achievement through Structural Equation Modelling.” Higher Education Research & Development 23 (1): 95–112. doi:10.1080/0729436032000168513.
   Google Scholar
• Mok, Y. F., R. M. Fan, and N. S. Pang. 2007. “Developmental Patterns of School Students’ Motivational- and Cognitive-Metacognitive Competencies.” Educational Studies 33: 81–98. doi:10.1080/03055690600948281.
   Web of Science ®Google Scholar
• Nausheen, M. 2016. “An Adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) for Postgraduate Students in Pakistan: Results of an Exploratory Factor Analysis.” Bulletin of Education and Research 38: 1.
   Google Scholar
• Niemi, H., A. Nevgi, and P. Virtanen. 2003. “Towards Self-Regulation in Web-Based Learning.” Journal of Educational Media 28: 49–72. doi:10.1080/1358165032000156437.
   Google Scholar
• Panadero, E. 2017. “A Review of Self-Regulated Learning: Six Models and Four Directions for Research.” Frontiers in Psychology. doi:10.3389/fpsyg.2017.00422.
   PubMed Web of Science ®Google Scholar
• Panadero, E., J. Klug, and S. Järvelä. 2016. “Third Wave of Measurement in the Self-Regulated Learning Field: When Measurement and Intervention Come Hand in Hand.” Scandinavian Journal of Educational Research 60 (6): 723–735. doi:10.1080/00313831.2015.1066436.
   Web of Science ®Google Scholar
• Perry, R. P., S. Hladkyj, R. H. Pekrun, and S. T. Pelletier. 2001. “Academic Control and Action Control in the Achievement of College Students: A Longitudinal Field Study.” Journal of Educational Psychology 93 (4): 776. doi:10.1037/0022-0663.93.4.776.
   Web of Science ®Google Scholar
• Pintrich, P. R. 1988a. “A Process‐Oriented View of Student Motivation and Cognition.” New Directions for Institutional Research 57: 65–79. doi:10.1002/ir.37019885707.
   Google Scholar
• Pintrich, P. R. 1988b. “Student Learning and College Teaching.” New Directions for Teaching and Learning 33: 71–86. doi:10.1002/tl.37219883308.
   Google Scholar
• Pintrich, P. R. 1991. A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Washington, DC: Office of Educational Research and Improvement (ED). Retrieved from http://files.eric.ed.gov/fulltext/ED338122.pdf.
   Google Scholar
• Pintrich, P. R. 2003. “A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.” Journal of Educational Psychology 95 (4): 667. doi:10.1037/0022-0663.95.4.667.
   Web of Science ®Google Scholar
• Pintrich, P. R., D. A. Smith, T. Garcia, and W. J. McKeachie. 1993. “Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ).” Educational and Psychological Measurement 53 (3): 801–813. doi:10.1177/0013164493053003024.
   Web of Science ®Google Scholar
• Pintrich, P. R., and E. V. De Groot. 1990. “Motivational and Self-Regulated Components of Classroom Academic Performance.” Journal of Educational Psychology 82: 33–40. doi:10.1037/0022-0663.82.1.33.
   Web of Science ®Google Scholar
• Pitkethly, A. J., and P. W. C. Lau. 2016. “Reliability and Validity of the Short Hong Kong Chinese Self-Regulation of Learning Self-Report Scale (SRL-SRS-C).” International Journal of Sport and Exercise Psychology 14 (3): 210–226. doi:10.1080/1612197X.2015.1025810.
   Web of Science ®Google Scholar
• Ramírez-Echeverry, J. J., À. García-Carrillo, and F. A. Olarte Dussan. 2016. “Adaptation and Validation of the Motivated Strategies for Learning questionnaire-MSLQ-In Engineering Students in Colombia.” International Journal of Engineering Education 32 (4): 1774–1787.
   Web of Science ®Google Scholar
• Rao, N., and J. Sachs. 1999. “Confirmatory Factor Analysis of the Chinese Version of the Motivated Strategies for Learning Questionnaire.” Educational and Psychological Measurement 59 (6): 1016–1029. doi:10.1177/00131649921970206.
   Web of Science ®Google Scholar
• Richardson, M., C. Abraham, and R. Bond. 2012. “Psychological Correlates of University Students’ Academic Performance. A Systematic Review and Meta-Analysis.” Psychological Bulletin 138: 353–387. doi:10.1037/a0026838.
   PubMed Web of Science ®Google Scholar
• Rotgans, J. I., and H. G. Schmidt. 2008. “Cross-Cultural Validation of Self-Regulated Learning in Singapore.” In What the West Can Learn from the East: Asian Perspectives on the Psychology of Learning and Motivation, edited by D. M. McInerney, O. S. Tan, G. A. D. Liem, and A. Tan, 245–266. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Rotgans, J. I., and H. G. Schmidt. 2010. “The Motivated Strategies for Learning Questionnaire: A Measure for Students’ General Motivational Beliefs and Learning Strategies?” Asia-Pacific Education Researcher 19 (2): 357–369. doi:10.3860/taper.v19i2.1603.
   Google Scholar
• Sachs, J., C. K. Chan, and N. Rao. 2001. “A Nonparametric Item Analysis of the Motivated Strategies for Learning questionnaire—Chinese Version.” Psychologia 44 (3): 197–208. doi:10.2117/psysoc.2001.197.
   Web of Science ®Google Scholar
• Saks, K., Ä. Leijen, T. Edovald, and K. Õun. 2015. “Cross-Cultural Adaptation and Psychometric Properties of the Estonian Version of MSLQ.” Procedia-Social and Behavioral Sciences 191: 597–604. doi:10.1016/j.sbspro.2015.04.278.
   Google Scholar
• Schreiber, J. B., A. Nora, F. K. Stage, E. A. Barlow, and J. King. 2006. “Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review.” The Journal of Educational Research 99 (6): 323–338. doi:10.3200/JOER.99.6.323-338.
   Web of Science ®Google Scholar
• Sitzmann, T., and K. Ely. 2011. “A Meta-Analysis of Self-Regulated Learning in Work-Related Training and Educational Attainment: What We Know and Where We Need to Go.” Psychological Bulletin 137: 421–442. doi:10.1037/a0022777.
   PubMed Web of Science ®Google Scholar
• Steiger, J. H. 2007. “Understanding the Limitations of Global Fit Assessment in Structural Equation Modeling.” Personality and Individual Differences 42 (5): 893–898. doi:10.1016/j.paid.2006.09.017.
   Web of Science ®Google Scholar
• Tabachnick, B. G., and L. S. Fidell. 2001. Using Multivariate Statistics. Boston: Allyn and Bacon.
   Google Scholar
• Tang, M. 2002. “A Comparison of Asian American, Caucasian American, and Chinese College Students: An Initial Report.” Journal of Multicultural Counseling and Development 30 (2): 124–134. doi:10.1002/jmcd.2002.30.issue-2.
   Web of Science ®Google Scholar
• Tang, M., and H. Neber. 2008. “Motivation and Self‐Regulated Science Learning in High‐Achieving Students: Differences Related to Nation, Gender, and Grade‐Level.” High Ability Studies 19 (2): 103–116. doi:10.1080/13598130802503959.
   Web of Science ®Google Scholar
• Tao, V. Y., and Y. Y. Hong. 2014. “When Academic Achievement Is an Obligation: Perspectives from Social-Oriented Achievement Motivation.” Journal of Cross-Cultural Psychology 45 (1): 110–136. doi:10.1177/0022022113490072.
   Web of Science ®Google Scholar
• Tseng, W. T., Z. Dörnyei, and N. Schmitt. 2006. “A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition.” Applied Linguistics 27 (1): 78–102. doi:10.1093/applin/ami046.
   Web of Science ®Google Scholar
• Wang, J., and J. Lu 2016. “A Chinese Perspective on Self-Regulated Learning and Motivation: An Interview Study.” Paper presented at the annual meeting of the American Educational Research Association (AERA), Washington. D.C.
   Google Scholar
• Weinstein, C. E., and R. E. Mayer. 1986. “The Teaching of Learning Strategies” Retrieved from. Innovation Abstracts 5 (32): 1–4. https://files.eric.ed.gov/fulltext/ED237180.pdf.
   Google Scholar
• Yong, A. G., and S. Pearce. 2013. “A Beginner’s Guide to Factor Analysis: Focusing on Exploratory Factor Analysis.” Tutorials in Quantitative Methods for Psychology 9 (2): 79–94. doi:10.20982/tqmp.09.2.p079.
   Google Scholar
• Yu, A. B., and K. S. Yang. 1994. “The Nature of Achievement Motivation in Collectivist Societies.” In Individualism and Collectivism: Theory, Method, and Applications, edited by U. Kim, H. C. Triandis, C. Kagitcibasi, S. C. Choi, and G. Yoon, 239–250. Thousand Oaks, CA: SAGE.
   Google Scholar
• Zimmerman, B. J. 1995. “Self-Regulation Involves More than Metacognition: A Social Cognitive Perspective.” Educational Psychologist 30 (4): 217–221. doi:10.1207/s15326985ep3004_8.
   Web of Science ®Google Scholar
• Zimmerman, B. J. 2001. “Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis.” In Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, edited by B. J. Zimmerman and D. H. Schunk, 1–37. 2nd ed. Mahwah, NJ: Erlbaum.
   Google Scholar
• Zimmerman, B. J. 2008. “Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects.” American Educational Research Journal 45 (1): 166–183. doi:10.3102/0002831207312909.
   Web of Science ®Google Scholar
• Zimmerman, B. J. 2013. “From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path.” Educational Psychology 48: 135–147. doi:10.1080/00461520.2013.794676.
   Web of Science ®Google Scholar