ABSTRACTObjective The study examined the psychometric properties of a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) among student pharmacist cohort using Rasch rating scale model. Methods The modified MSLQ consisted of 51 self-report questions (items) assessing four (4) motivation-based domains and five (5) learning strategy domains. The assessed domains consisted of three to twelve items per domain and were scored on a 7-point Likert scale, ranging from 1 (‘not at all true of me') to 7 (‘very true of me'). MSLQ data for sixty-six students were evaluated in Winsteps (Version 5.6.0, Portland, Oregon) where Rasch rating scale model was selected to ascertain the instrument's validity, scale performance and reliability. Results All nine domains were unidimensional and measured a unidimensional construct of interest, but the 7-point Likert scale did not function optimally and needed to be adjusted for all domains except self-efficacy for learning and performance. Acceptable estimates of reliability coefficients (Cronbach alpha) were observed for all domains, but the person-item maps indicated a mismatch between the instrument's item difficulty and students' ability levels. Conclusion Adjusted 4-point Likert scale is suggested for extrinsic goal orientation, elaboration, organization, test anxiety, and cognitive and meta-cognitive learning strategies domains. Items at the same difficulty levels for elaboration, extrinsic goal orientation, peer learning, self-efficacy, organization, cognitive and meta-cognitive learning strategies, and test anxiety domains should be considered for removal, and more difficult items are needed to bridge content gaps for all nine domains to match the ability levels of student pharmacists.
Antwi et al. (Sun,) studied this question.