This study used Motivated Strategies for Learning Questionnaire (MSLQ), a measure of several non-cognitive competencies, and validated it for use within Indian context with special focus on caste and gender.
Deepak Maun, Assistant Professor, International Institute for Higher Education Research & Capacity Building (IIHEd), O.P. Jindal Global University, Sonipat, Haryana.
Kathan Dushyant Shukla & Vijaya Sherry Chand, Ravi J. Matthai Centre for Educational Innovation, Indian Institute of Management Ahmedabad, Ahmedabad, Gujarat, India.
Sammy King Fai Hui, (Reviewing Editor), Curriculum & Instruction, The Education University of Hong Kong, Hong Kong.
Non-cognitive competencies like metacognition, self-efficacy, goal orientation etc. play a crucial role in student learning outcomes but are rarely a focus of intervention in schools within developing nation context. In India, first such recognition was visible in National Curriculum Framework-2005. Now, teachers subjectively comment on students’ life-skills, attitudes, and values in their grade sheets. Yet, in absence of objective measures that systematically analyze and evaluate these competencies, interventions to make changes remain absent or ineffective.
This study used Motivated Strategies for Learning Questionnaire (MSLQ), a widely used tool for measuring a set of non-cognitive competencies, and validated it for use within Indian context with special focus on caste (a social grouping of family) and gender, two identities that play crucial role in determining life chances (including educational attainment).
MSLQ was validated across four castes and two gender groups (N = 6423 elementary school students). 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.
Published in: Cogent Education
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