NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1133224
Record Type: Journal
Publication Date: 2017-Apr
Pages: 33
Abstractor: As Provided
ISSN: ISSN-1556-1623
A Comprehensive Reanalysis of the Metacognitive Self-Regulation Scale from the MSLQ
Tock, Jamie L.; Moxley, Jerad H.
Metacognition and Learning, v12 n1 p79-111 Apr 2017
The metacognitive self-regulation (MSR) scale is among the most widely used measures of metacognition in educational research. However, the psychometric properties and validity of the scale have not been well established. A series of analyses on a college sample were performed to address this issue. In Study 1, a split-sample exploratory (EFA) and confirmatory factor analysis (CFA) was performed to test the one-factor specification of the MSR scale. Time and study environment (TSE), total study time, and cumulative grade performance average (cGPA) were introduced as outcome variables in a structural equation model (SEM) to examine the factors suggested by the EFA. The results of Study 1 indicated poor one-factor model fit and suggested two and three-factor models provided improved fits of the sample data. Results from the SEM indicated the novel factors from the two and three-factor models had different relationships with the outcome variables than the originally specified one-factor model. In Study 2, a modified one-factor model was introduced that consisted of nine items and was named metacognitive self-regulation revised (MSR-R). Five additional samples were included to replicate the model fit for the revised model specification. Finally, a path analysis was performed to examine the relationship of the MSR-R to variables from Study 1. The results of Study 2 revealed improved psychometric properties and reliability for the MSR-R. An indirect relationship emerged between MSR-R and cGPA through TSE. In conclusion, convincing evidence for replacing the MSR was found and implications of the revised scale for future studies was discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A