Please use this identifier to cite or link to this item: http://hdl.handle.net/10739/4206
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dc.contributor.authorMaun, Deepak-
dc.contributor.authorShukla, Kathan Dushyant-
dc.contributor.authorChand, Vijaya Sherry-
dc.date.accessioned2020-12-17T15:24:03Z-
dc.date.available2020-12-17T15:24:03Z-
dc.date.issued2020-12-03-
dc.identifier.citationMaun, D., Shukla, K.D. & Chand, V.S. (2020). Validating motivated strategies for learning questionnaire and invariance test across gender and caste groups in India, Cogent Education, 7 (1). DOI: 10.1080/2331186X.2020.1853303en_US
dc.identifier.urihttps://www.tandfonline.com/doi/full/10.1080/2331186X.2020.1853303-
dc.identifier.urihttp://hdl.handle.net/10739/4206-
dc.description.abstractNon-cognitive competencies play critical role in education. Interventions targeted at these competencies require access to valid measures. Within Indian context, no such validated measure exists at present, and teachers depend on their subjective evaluation of students’ non-cognitive competencies represented via grade or comment on report card. This study examined convergent validity and measurement invariance of seven sub-scales of the Motivated Strategies for Learning Questionnaire (MSLQ), a widely used tool but not yet validated within Indian context. MSLQ, a measure of several non-cognitive competencies, was validated across four castes and two gender groups (N = 6423 elementary school students), the two categories highly relevant in the Indian context. For establishing convergent validity, multi-group confirmatory factor analysis was conducted where all the subfactors were allowed to correlate with each other. For measurement invariance, configural, metric, and scalar invariance were assessed by sequentially imposing more restrictive conditions. We found evidence for strong configural, metric, and scalar invariance across the gender and caste groups, and across all the seven sub-scales of MSLQ. Results also indicated good model fit for all caste and gender groups, thus establishing the convergent validity of all the sub-scales. The implications of the findings are discussed.en_US
dc.description.sponsorshipThis research was partially supported by the Research and Publications Committee of Indian Institute of Management Ahmedabad.en_US
dc.formattexten_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.subjectmslqen_US
dc.subjectnon cognitive competenciesen_US
dc.subjectmeasurement invarianceen_US
dc.subjectconvergent validityen_US
dc.subjectIndia school educationen_US
dc.titleValidating motivated strategies for learning questionnaire and invariance test across gender and caste groups in Indiaen_US
dc.typejournal-articleen_US
dc.typeScopusen_US
dc.typejournal-articleen_US
dc.typeScopusen_US
dc.institutionInternational Institute for Higher Education Research & Capacity Buildingen_US
dc.identifier.doihttps://doi.org/10.1080/2331186X.2020.1853303-
dc.rightopenaccessen_US
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