Dataset Information

Validity of the motivated strategies for learning questionnaire in Saudi Arabia.

ABSTRACT:

Objectives

To assess the construct validity and reliability of the motivation section of the Motivated Strategies for Learning Questionnaire in Saudi Arabia.

Methods

A cross-sectional study using the Motivated Strategies for Learning Questionnaire (MSLQ) was conducted. The MSQL has essentially two sections: a motivation section and a learning strategies section. The motivation section, which consists of 31 items, was used. A total of 146 medical students who were all male completed the questionnaire. Confirmatory factor analysis was used to test the hypothesised factor structure, and to identify the validity and reliability of the motivation section of the MSQL.

Results

A selected group of fit statistics showed that the hypothesised model did not fit the sample data fairly well. The Intrinsic Goal Orientation subscale consisted of 4 items (? = 0.75), the Extrinsic Goal Orientation subscale consisted of 4 items (? = 0.78), the Task Value subscale consisted of 6 items (? =0.86), the Control of Learning Beliefs consisted of 4 items (? =0.78), the Self-Efficacy for Learning and Performance consisted of 8 items (? =0.89), and the Test Anxiety consisted of 5 items (? =0.77).

Conclusions

It is concluded that the hypothesised model did not fit the data well. This may suggest that the motivation section of the MSQL may not work for Saudi Arabian students. However, this could be due to the fact that the sample data available on this study did not represent female students. Further work is required to establish this. Limitations of the study are discussed.

SUBMITTER: Bin Dayel S

PROVIDER: S-EPMC6387767 | biostudies-literature | 2018 Nov

REPOSITORIES: biostudies-literature

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Publications

Validity of the motivated strategies for learning questionnaire in Saudi Arabia.

Bin Dayel Salman S Al Diab Abdurrahman A Abdelaziz Adel A Farghaly Amira A Al Ansari Ahmed A

International journal of medical education 20181130

<h4>Objectives</h4>To assess the construct validity and reliability of the motivation section of the Motivated Strategies for Learning Questionnaire in Saudi Arabia.<h4>Methods</h4>A cross-sectional study using the Motivated Strategies for Learning Questionnaire (MSLQ) was conducted. The MSQL has essentially two sections: a motivation section and a learning strategies section. The motivation section, which consists of 31 items, was used. A total of 146 medical students who were all male compl ...[more]

PMID: 30504525

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Project description:Background: Communication skills (CS) learning is a core skill in medical and dental education. The comparison of attitudes towards CS between dental and medical students based on the taught curriculum (problem-based learning vs. traditional teaching) in Saudi Arabia awaits investigation. Aims: (1) To assess the attitudes of both undergraduate dental and medical students towards communication skills (CS) learning and (2) to compare the attitudes towards CS between Medical and Dental students in relation to sociodemographic and education-related characteristics. Methods and Materials: A cross-sectional study, using an online survey, invited 260 conveniently sampled Taibah university medical and dental undergraduate students. The survey collected data on sociodemographic characteristics, education-related factors, and CS using Communication Skills Attitude Scale (CSAS) that assess positive and negative attitudes (PAS, NAS). Data analysis included descriptive statistics and the Mann-Whitney U test. Results: Of the distributed questionnaire 91% responded (145 dental and 91 medical students). There were, overall, non-significant scores' differences between medical and dental students on PAS (Medicine Median 51 vs. Dentistry Median 50, p = 0.059) and NAS (Medicine Median 32 vs. Dentistry Median 32, p = 0.596). Older medical students, those at clinical levels and those who reported they need to improve their communication skills and student whose parents were not doctors, tended to score statistically significantly (p = 0.032, 0.017, 0.034, and 0.004, respectively) on PAS compared with dental students; on the other hand, medical students with doctor parents scored significantly high in NAS compared to dental students (p = 0.015). Conclusion: Demographic and education-related characteristics underpinned medical student positive attitude towards CS compared to dental students. Although medical and dental students showed no differences in self-rating their attitudes towards (CS). Different factors influence medical and dental students' attitudes towards CS learning.

Dataset Information

Validity of the motivated strategies for learning questionnaire in Saudi Arabia.

Objectives

Methods

Results

Conclusions

Publications

Validity of the motivated strategies for learning questionnaire in Saudi Arabia.

Similar Datasets

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