Adaptation of the Motivated Strategies for Learning Questionnaire for Geography Course: A Validity and Reliability Study
DOI:
https://doi.org/10.63556/ankad.v10i3.436Keywords:
Geography education, self-regulated learning strategies, motivational beliefs, scale validityAbstract
This study aimed to adapt the Motivated Strategies for Learning Questionnaire (MSLQ) for use in geography courses and to evaluate its validity and reliability. The sample comprised 864 high school students from three high schools in Amasya city center. Data were collected using the adapted Motivated Strategies for Learning Questionnaire for Geography (MSLQ-Geography) and a personal information form. Construct validity was assessed through confirmatory factor analysis, while reliability was examined using item-total correlations, mean inter-item correlations, and Cronbach's alpha coefficients. Confirmatory factor analysis supported a five-factor structure (self-efficacy, intrinsic value, test anxiety, cognitive strategy use, and self-regulation) for the 40-item scale, following the removal of reverse-coded items, with acceptable model-data fit (χ2/df = 1.77, CFI = .91, TLI = .90, RMSEA = .03, SRMR = .05). Factor loadings ranged from .28 to .79. Mean inter-item correlations for the subscales ranged from .28 to .48, and item-total correlations ranged from .26 to .67. Cronbach's alpha coefficients for the subscales ranged from .69 to .86. These results demonstrate that the MSLQ-Geography is a valid and reliable instrument for assessing high school students' motivational beliefs and self-regulated learning strategies in geography courses. The scale addresses a significant gap in geography education research and provides a foundation for future studies on students' learning processes in this discipline.
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