Unlocking Success: Validation of the Motivated Strategies
Unlocking Success: Validation of the Motivated Strategies

Summary/Abstract: Background/purpose. This study examined the validity of Paul Pintrich’s Motivated Strategies for Learning Questionnaire (MSLQ) in a South African online university setting. With the rise of digital education, understanding student motivation in virtual environments has become critical. The research aimed to determine whether the MSLQ’s motivation scales—developed initially in a different context— remain valid and reliable for assessing South African students’ motivational constructs in online learning. Materials/methods. A total of 276 university students participated, completing a 31-item questionnaire on a 7-point Likert scale. The study focused on six latent motivational variables: Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Value, Control of Learning Beliefs, Self-efficacy for Learning and Performance, and Test Anxiety. Covariance-based Structural Equation Modeling (CB-SEM) was used to assess the construct validity of the MSLQ in this context. Results. The initial model did not fit well. However, after removing latent variables with poor statistical properties, the revised model demonstrated a significant fit. This indicated that a modified version of the MSLQ is valid for use in South African online learning environments. Conclusion. The study concluded that a refined MSLQ model is applicable and useful for monitoring student motivation in South African online education. This tool can support course sustainability by helping instructors track and respond to motivational trends across different course offerings.

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