Using item response theory to re-examine the Metacognitive sub-scale of the Motivated Strategies for Learning Questionnaire (MSLQ)

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Gress, C., Adesope, O. & Nesbit, J. (2008). Using item response theory to re-examine the Metacognitive sub-scale of the Motivated Strategies for Learning Questionnaire (MSLQ). In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2185-2191). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29973.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
ISBN 1-880094-66-5
  Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
AACE

More Information on ELEARN
Table of Contents

Authors

Carmen Gress, Olusola Adesope, John Nesbit, Simon Fraser University, Canada

Abstract

This paper focuses on understanding how item analysis methods inform the design, validation, and adaptation of measures assessing metacognition, and integral component of successful self-regulation, by re-examining via IRT methods a common self-report measure of metacognition, the metacognitive subscale of the MSLQ (Pintrich & De Groot, 1990; Pintrich, Smith, Garcia, & McKeachie, 1993). In particular, this paper addresses the following methodological issues: (a) is the number of items included in this scales adequate to sample the applicable domains? and (b) does this scale contain items that are capable of discriminating evenly among various levels of metacognitive abilities?

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