Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan
Received 01 Jul, 2019 |
Accepted 04 Aug, 2021 |
Published 31 Dec, 2021 |
The present study was an attempt to validate the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich & De Groot, 1990) for high school students of Afghanistan, with 81 items in Dari language. From different government and private high schools, 356 students (183 girls and 173 boys) participated in the study. SPSS Amos version 23 was used to confirm the psychometrics, using goodness of fit estimates from the data of 356 students. Out of the 15 subscales of the original MSLQ, six subscales that is Intrinsic Goal Orientation, Extrinsic Goal Orientation, Control of Learning Beliefs, Test anxiety, Effort regulation, and Help seeking got were not retained. Therefore, in the present context nine subscales of the MSLQ were found to be valid and reliable for assessing self-regulated learning strategies and using it on the children for planning educational interventions.
How to Cite this paper?
APA-7 Style
Chakraborty,
R., Haqyar,
M., Chechi,
V.K. (2021). Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan. Pakistan Journal of Psychological Research, 36(4), 615-629. https://doi.org/10.33824/PJPR.2021.36.4.34
ACS Style
Chakraborty,
R.; Haqyar,
M.; Chechi,
V.K. Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan. Pak. J. Psychol. Res 2021, 36, 615-629. https://doi.org/10.33824/PJPR.2021.36.4.34
AMA Style
Chakraborty
R, Haqyar
M, Chechi
VK. Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan. Pakistan Journal of Psychological Research. 2021; 36(4): 615-629. https://doi.org/10.33824/PJPR.2021.36.4.34
Chicago/Turabian Style
Chakraborty, Rajib, Maruf Haqyar, and V. K. Chechi.
2021. "Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan" Pakistan Journal of Psychological Research 36, no. 4: 615-629. https://doi.org/10.33824/PJPR.2021.36.4.34
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