Kiểm định độ tin cậy và giá trị cấu trúc của thang đo MSLQ trên mẫu sinh viên điều dưỡng tại khu vực phía Nam Việt Nam
Tóm tắt
The Motivated Strategies for Learning Questionnaire (MSLQ) is widely used in educational research, yet evidence suggests that its factorial structure is not fully stable across cultural contexts and academic disciplines, particularly within health sciences education. This study examined the internal consistency and construct validity of the MSLQ among 420 nursing students from two educational institutions in Vietnam. A cross-sectional design was employed. Psychometric properties were evaluated using Cronbach’s alpha, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The scale demonstrated good internal consistency (Cronbach’s Alpha = 0.913). EFA supported a stable five-factor structure with adequate sampling adequacy (KMO = 0.831; Bartlett’s test of sphericity p < 0.001), explaining 59.89% of the total variance. CFA indicated an acceptable model fit (χ²/df = 2.15; CFI = 0.945; TLI = 0.934; RMSEA = 0.052; SRMR = 0.031), with all factor loadings meeting recommended thresholds and reaching statistical significance. Results show a consistent association between motivational beliefs and self-regulated learning strategies within the MSLQ, indicating that these components function in an interdependent rather than isolated manner in nursing students’ learning processes. In conclusion, the MSLQ demonstrates satisfactory psychometric performance in Vietnamese nursing education, providing empirical support for its use in assessing motivational and self-regulated learning constructs in health sciences education.
Tài liệu tham khảo
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