Examining Cross-Cultural Transferability of Self-Regulated Learning Model: An Adaptation of the Motivated Strategies for Learning Questionnaire for Chinese Adult Learners

Autor/inn/en	Tong, Fuhui; Guo, Haitao; Wang, Zhuoying; Min, Yue; Guo, Wenhong; Yoon, Myeongsun
Titel	Examining Cross-Cultural Transferability of Self-Regulated Learning Model: An Adaptation of the Motivated Strategies for Learning Questionnaire for Chinese Adult Learners
Quelle	In: Educational Studies, 46 (2020) 4, S.422-439 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tong, Fuhui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1590183
Schlagwörter	Questionnaires; Learning Strategies; Foreign Countries; Psychometrics; Culture Fair Tests; Self Management; Asian Culture; Models; Translation; Undergraduate Students; Young Adults; Learning Motivation; Goal Orientation; Test Anxiety; Self Efficacy; Peer Relationship; Time Management; Test Validity; China; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Fragebogen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Psychometry; Psychometrie; Selbstmanagement; Analogiemodell; Young adult; Junger Erwachsener; Motivation for studies; Lernmotivation; Zielorientierung; Zielvorstellung; Examination phobia; Testangst; Prüfungsangst; Self-efficacy; Selbstwirksamkeit; Peer-Beziehungen; Zeitmanagement; Testvalidität
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01