Validación psicométrica de las subescalas motivacionales del MSLQ en escolares de educación virtual en Cusco, Perú

  1. Fernández Bringas, Teresa 1
  2. Sandoval Arteta, Francisco 1
  3. Ojeda Mercado, Giancarlo 1
  4. Suarez Guerrero, Cristóbal 2
  1. 1 Universidad Peruana Cayetano Heredia
    info

    Universidad Peruana Cayetano Heredia

    Lima, Perú

    ROR https://ror.org/03yczjf25

  2. 2 Universidad de Valencia.
Revista:
Polo del Conocimiento: Revista científico - profesional

ISSN: 2550-682X

Ano de publicación: 2022

Volume: 7

Número: 9

Páxinas: 1840-1864

Tipo: Artigo

DOI: 10.23857/PC.V7I9.4667 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Polo del Conocimiento: Revista científico - profesional

Resumo

Virtual school education during the COVID-19 pandemic has rethought both pedagogical strategies and the psychological factors involved in learning, motivation being one of the most important. The Motivated Strategies for Learning Questionnaire (MSLQ) has been validated in multiple contexts and educational levels during the last three decades. However, its underlying theoretical structure remains under discussion. The purpose of this research is to determine the validity and reliability of the MSLQ for students in Cusco in distance education. The study has a quantitative, pre-experimental and psychometric approach. The content validity of the MSLQ was determined by expert judges (n = 7) showing high clarity, coherence and relevance (p < 0.01). Construct validity and internal consistency reliability were evaluated in a sample of schoolchildren from Cusco (n = 322). Through the Exploratory Factor Analysis (EFA) the items with cross loads and low communality were eliminated. The final structure was threedimensional with 23 items, explaining 96.55% of the variance. When performing the Confirmatory Factor Analysis (CFA), the convergent and discriminant validity of the instrument was determined, as well as high goodness-of-fit indices (χ2/gl = 1.963, RMSEA = 0.055, SRMR = 0.054, CFI = 0.934, TLI = 0.927) . High reliability was determined by internal consistency (α = 0.949, ω = 0.951) in the instrument. The results and utility in the school context of Cusco are discussed.

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