The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

Araujo, Jhonys de; Gomes, Cristiano Mauro Assis; Jelihovschi, Enio Galinkin

doi:10.1186/s41155-023-00280-0

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Psicologia: Reflexão e Crítica

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Research • Psicol. Reflex. Crit. 36 • 2023 • https://doi.org/10.1186/s41155-023-00280-0 copy

The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Background

The area of self-regulated learning integrates the fields of metacognition and self-regulation and assumes that the student is an active processor of information capable of self-regulating his learning by putting together the cognitive, metacognitive, and motivational components. The Motivated Strategies for Learning Questionnaire (MSLQ) is a benchmark for the measurement of self-regulated learning. However, the field of study does not show adequate evidence of its structural validity. The vast majority of studies involving this question present serious methodological mistakes, compromising the evidence of validity.

Objective

Our study investigates the structural validity of MSLQ including all 15 scales and corrects relevant mistakes in the previous studies.

Method

We tested different models through item confirmatory factor analysis in a convenience sample of 670 college students (M = 22.8 years, SD = 5.2) from a public Brazilian university in the technological area. The models with the ML, MLR, MLM and WLMSV estimators.

Results

Only WLSMV produced models with acceptable fit. The final model has a bi-factor structure with a general factor (self-regulated learning), 15 components as first-order factors, and four broad components as second-order factors. Twelve first-order components, all second-order components and the general factor had acceptable reliability. The components’ elaboration, intrinsic goal orientation and metacognitive self-regulation, did not show acceptable reliability, in terms of McDonald's omega.

Conclusion

Considering the worldwide importance of the MSLQ, we do not recommend the use of the measurement of these components for clinical practice and psychoeducational diagnosis until new studies show that this low reliability only occurs in our sample. Our study shows new evidence, correcting many previous methodological mistakes and producing initial evidence favorable to the factor structure of the MSLQ.

Keywords
Factor analysis; Questionnaire; Self-regulated learning; Structural validity

Component	Description
Intrinsic goal orientation	Represents how much the student engages in a task because of interest in learning, curiosity, and the pursuit of self-improvement.
Extrinsic goal orientation	It defines how much the student engages in a task for reasons extrinsic to the activity itself, such as rewards, grades, performance, and competition.
Task value	Represents the value that the student attaches to a task, defining whether he or she finds it interesting, useful, and important.
Control of learning beliefs	Refers to how much the student believes that his or her performance depends on his or her own effort.
Self-efficacy for learning and performance	Represents the student's beliefs about her/his abilities, as well as his/her performance expectations when faced with a given task.
Test anxiety	Represents a student's feeling of uneasiness in the context of performance evaluation.
Rehearsal	Refers to the use of strategies of repeating the exposition of information several times with the goal of memorizing the information
Elaboration	Represents the strategies for integrating the learned content with prior knowledge.
Organization	These are the strategies for selecting and integrating the information to be apprehended. Represents the formation of relationships and the construction of meaning of what is being learned.
Critical thinking	It is the use of one's own logical repertoire to evaluate new information and solve problems.
Metacognitive self-regulation	It is the broad cognition regulation component of metacognition. It refers to the use of strategies for planning, monitoring, and the regulation of cognition itself.
Time and study environment	It concerns the management of time and the organization or selection of a suitable environment for study.
Effort regulation	It is the student's commitment and ability to control effort and attention during learning situations.
Peer learning	Describes the tendency to interact with peers in order to enhance understanding.
Help seeking	Refers to both the ability to recognize when help is needed and to identify a source that can provide appropriate help.

Study	General factor of SRL		MND and estimator	Models with unacceptable fit
	CFAs realized by the authors	Model with SLR factor	MND and estimator	Models with unacceptable fit
Adesope et al., 2017Adesope, O., Hunsu, N., Van W., Bernard J., Austin, B., Richards, R.F. & Dutta, P. (2017). Work in progress: Assessing engineering students’ motivation and learning strategies-a psychometric analysis of the motivated strategies for learning questionnaire. ASEE Annual Conference and Exposition, Conference Proceedings, 2017-June. https://doi.org/10.18260/1-2%2D%2D29144 https://doi.org/10.18260/1-2%2D%2D29144...	CFA 1: 4 motivation scales CFA 2: 4 strategy scales		MND: NR estimator: NR	X
Alkjarusi et al., 2012Alkjarusi, H., Neisler, O., Al-Barwani, T., Clayton, D., Khan, M., Al-Yahmadi, H., & Al-Kalbani, M. (2012). Psychometric properties of the motivated strategies for learning questionnaire for. College Student Journal, 46(3), 567–581 https://www.researchgate.net/publication/256349252_Psychometric_properties_of_the_Motivated_Strategies_for_Learning_Questionnaire_for_Sultan_Qaboos_University_students. https://www.researchgate.net/publication...	CFA 1: 6 motivation scales CFA 2: 9 strategy scales		MND: NR estimator: ML	X
Bin Dayel et al., 2018Dayel, S. B., Al Diab, A., Abdelaziz, A., Farghaly, A., & Al Ansari, A. (2018). Validity of the motivated strategies for learning questionnaire in Saudi Arabia. International Journal of Medical Education, 9, 309–315. https://doi.org/10.5116/ijme.5bec.81cf. https://doi.org/10.5116/ijme.5bec.81cf...	CFA: 6 motivation scales		MND: NR estimator: NR	X
Cho & Summers, 2012Cho, M. H., & Summers, J. (2012). Factor validity of the motivated strategies for learning questionnaire (MSLQ) in asynchronous online learning environments (AOLE). Journal of Interactive Learning Research, 23(1), 5–28 https://arizona.pure.elsevier.com/en/publications/factor-validity-of-the-motivated-strategies-for-learning-question. https://arizona.pure.elsevier.com/en/pub...	CFA 1: 6 motivation scales CFA 2: 9 strategy scales		MND: NR estimator: NR	X
Chow & Chapman, 2017Chow, C. W., & Chapman, E. (2017). Construct validation of the motivated strategies for learning questionnaire in a Singapore high school sample. Journal of Educational and Developmental Psychology, 7(2), 107. https://doi.org/10.5539/jedp.v7n2p107. https://doi.org/10.5539/jedp.v7n2p107...	CFA 1: 6 motivation scales CFA 2: 9 strategy scales		MND: NR estimator: ML
Cook et al., 2011Cook, D. A., Thompson, W. G., & Thomas, K. G. (2011). The motivated strategies for learning questionnaire: Score validity among medicine residents. Medical Education, 45(12), 1230–1240. https://doi.org/10.1111/j.13652923.2011.04077.x. https://doi.org/10.1111/j.13652923.2011....	CFA 1: 6 motivation scales		MND: NR estimator: NR	X
Dunn et al., 2012Dunn, K. E., Lo, W.-J., Mulvenon, S. W., & Sutcliffe, R. (2012). Revisiting the motivated strategies for learning questionnaire: A theoretical and statistical reevaluation of the metacognitive self-regulation and effort regulation subscales. Educational and Psychological Measurement, 72(2), 312–331. https://doi.org/10.1177/0013164411413461. https://doi.org/10.1177/0013164411413461...	CFA: 2 strategy scales		MND: NR estimator: NR	X
Hamilton & Akhter, 2009Hamilton, R. J., & Akhter, S. (2009). Construct validity of the motivated strategies for learning questionnaire. Psychological Reports, 104(3), 711–722. https://doi.org/10.2466/pr0.104.3.711-722. https://doi.org/10.2466/pr0.104.3.711-72...	CFA: 6 motivation scales		MND: reported violated MND estimator: ML	X
Hilpert et al., 2013Hilpert, J. C., Stempien, J., Der Hoeven, V., Kraft, K. J., & Husman, J. (2013). Evidence for the latent factor structure of the mslq: A new conceptualization of an established questionnaire. SAGE Open, 3(4). https://doi.org/10.1177/2158244013510305. https://doi.org/10.1177/2158244013510305...	CFA: 15 scales jointly	X	MND: NR estimator: NR	X
Jackson, 2018Jackson, C. R. (2018). Validating and adapting the motivated strategies for learning questionnaire (MSLQ) for STEM courses at an HBCU. AERA Open, 4(4), 233285841880934. https://doi.org/10.1177/2332858418809346. https://doi.org/10.1177/2332858418809346...	CFA 1: 6 motivation scales CFA 2: 9 strategy scales CFA 3: 15 scales jointly		MND: NR estimator: ML	X
Karadeniz et al., 2008Karadeniz, S., Buyukozturk, S., Akgun, O. E., Cakmak, E. K., & Demirel, F. (2008). The Turkish adaptation study of motivated strategies for learning questionnaire (MSLQ) for 12-18 year old children: Results of confirmatory factor analysis 1. The Turkish Online Journal of Educational Technology, 7(4), 108–117 https://eric.ed.gov/?id=ED503477. https://eric.ed.gov/?id=ED503477...	CFA 1: 6 motivation scales CFA 2: 9 strategy scales		MND: NR estimator: NR	X
Liu et al., 2019Liu, J., Xiang, P., McBride, R., & Chen, H. (2019). Psychometric properties of the cognitive and metacognitive learning strategies scales among preservice physical education teachers: A bifactor analysis. European Physical Education Review, 25(3), 616–639. https://doi.org/10.1177/1356336X18755087. https://doi.org/10.1177/1356336X18755087...	CFA: 5 strategy scales		MND: reported violated MND estimator: MLR	X
Pintrich et al., 1991Pintrich, P., Smith, D., García, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan https://eric.ed.gov/?id=ED338122. https://eric.ed.gov/?id=ED338122...	CFA 1: 6 motivation scales CFA 2: 9 strategy scales		MND: NR estimator: NR	X
Rotgans & Schmidt, 2010Rotgans, J. I., & Schmidt, H. G. (2010). The motivated strategies for learning questionnaire: A measure for students’ general motivational beliefs and learning strategies? The Asia-Pacific Education Researcher, 19(2), 357–369. https://doi.org/10.3860/taper.v19i2.1603. https://doi.org/10.3860/taper.v19i2.1603...	CFA 1: 4 motivation scales CFA 2: 9 strategy scales		MND: NR estimator: ML
Şen et al., 2014Şen, Ş., Yilmaz, A., & Yurdugül, H. (2014). An evaluation of the pattern between students’ motivation, learning strategies and their epistemological beliefs: The mediator role of motivation. International Association on Science Education International, 24(3), 312–331 https://www.researchgate.net/publication/286199174_An_evaluation_of_the_pattern_between_students%27_motivation_learning_strategies_and_their_epistemological_beliefs_The_mediator_role_of_motivation. https://www.researchgate.net/publication...	CFA 1: 4 motivation scales CFA 2: 5 strategy scales		MND: NR estimator: NR

Step	Model	Estimator	χ²[df]	CFI	RMSEA	RMSEA [CI 90%]
1°	15 specific first-order factors (Model 1A)	WLSMV	15,695.377 [3054]	.928	.079	[.077, .080]
		MLR	7666.049 [3054]	.771	.047	[.046, 0.49]
		MLM	7361.588 [3054]	.784	.046	[.045, 0.47]
		ML	8650.788 [3054]	.762	.052	[.051,0.54]
1°	2 broad first-order factors (Model 1B)	WLSMV	42,489.726 [3158]	.776	.136	[.135, .138]
		MLR	14,400.828 [3158]	.443	.073	[.072, .074]
		MLM	13,934.277 [3158]	.459	.071	[.070, .072]
		ML	16,354.985 [3158]	.438	.079	[.078, .080]
2°	2 broad second-order factors (Model 2A)	WLSMV	23,824.229 [3143]	.882	.099	[.098, .100]
		MLR	8807.994 [3143]	.719	.052	[.051, .053]
		MLM	8457.402 [3143]	.733	.050	[.049, .051]
		ML	9952.699 [3143]	.710	.057	[.056, .058]
2°	3 broad second-order factors (Model 2B)	WLSMV	22,397.998 [3141]	.891	.096	[.095, .097]
		MLR	8691.488 [3141]	.725	.051	[.050, .053]
		MLM	8339.694 [3141]	.739	.050	[.049, .051]
		ML	9811.743 [3141]	.716	.056	[.055, .058]
2°	4 broad second-order factors (Model 2C)	WLSMV	20,755.071 [3140]	.900	.092	[.091, .093]
		MLR	8371.058 [3140]	.741	.050	[.049, .051]
		MLM	8031.979 [3140]	.754	.048	[.047, .049]
		ML	9454.778 [3140]	.731	.055	[.054, .056]
3°	2 broad second-order factors bi-factor (Model 3A)	WLSMV	16,729.393 [3063]	.922	.082	[.080, .083]
		MLR	8079.072 [3063]	.751	.049	[.048, .051]
		MLM	7661.211 [3063]	.769	.047	[.046, .049]
		ML	8990.892 [3063]	.748	.054	[.052, .055]
3°	3 broad second-order factors bi-factor (Model 3B)	WLSMV	No convergence
		MLR	7809.579 [3063]	.775	.048	[.047, .049]
		MLM	7055.150 [3063]	.799	.044	[.043, .045]
		ML	8313.784 [3063]	.776	.051	[.049, .052]
3°	4 broad second-order factors bi-factor (Model 3C)	WLSMV	15,021.135 [3069]	.932	.076	[.075, .078]
		MLR	7536.807 [3069]	.778	.047	[.045, .048]
		MLM	7184.546 [3069]	.793	.045	[.044, .046]
		ML	8471.851 [3069]	.770	.051	[.050, .053]

Model	Δχ²[df]	p
4 broad second-order factors bi-factor (Model 3C)	-	-
15 specific first-order factors (Model 1A)	70.49 [15]	3.647e-9
4 broad second-order factors (Model 2C)	1235.37 [71]	2.2e-16
2 broad second-order factors bi-factor (Model 3A)	522.68 [6]	1.092e-109

Component	Item	Factor loadings and reliability
Component	Item	15-factor specific model (Model 1A)		Specific factor of the final model		General factor of the final model
Intrinsic goal orientation	1	.62^* * = statistical significant loadings (p< .05).	M = .60	.47^* * = statistical significant loadings (p< .05).	M = .42	.43^* * = statistical significant loadings (p< .05).
	16	.64^* * = statistical significant loadings (p< .05).	SD = .07	.68^* * = statistical significant loadings (p< .05).	SD = .20	.41^* * = statistical significant loadings (p< .05).
	22	.64^* * = statistical significant loadings (p< .05).	α = .63	.20^* * = statistical significant loadings (p< .05).	α = .63	.49^* * = statistical significant loadings (p< .05).
	24	.49^* * = statistical significant loadings (p< .05).	Ω = .65	.36^* * = statistical significant loadings (p< .05).	Ω = .31	.33^* * = statistical significant loadings (p< .05).
Extrinsic goal orientation	7	.78^* * = statistical significant loadings (p< .05).	M = .73	.81^* * = statistical significant loadings (p< .05).	M = .67	.20^* * = statistical significant loadings (p< .05).
	11	.72^* * = statistical significant loadings (p< .05).	SD = .04	.79^* * = statistical significant loadings (p< .05).	SD = .15	.16^* * = statistical significant loadings (p< .05).
			α = .76		α = .76
	13	.68^* * = statistical significant loadings (p< .05).	Ω = .84	.52^* * = statistical significant loadings (p< .05).	Ω = .69	.30^* * = statistical significant loadings (p< .05).
	30	.75^* * = statistical significant loadings (p< .05).		.55^* * = statistical significant loadings (p< .05).		.31^* * = statistical significant loadings (p< .05).
Task value	4	.66^* * = statistical significant loadings (p< .05).	M = .72	.42^* * = statistical significant loadings (p< .05).	M = .51	.47^* * = statistical significant loadings (p< .05).
	10	.66^* * = statistical significant loadings (p< .05).	SD = .06	.34^* * = statistical significant loadings (p< .05).	SD = .13	.49^* * = statistical significant loadings (p< .05).
			α = .82		α = .82
	17	.69^* * = statistical significant loadings (p< .05).	Ω = .85	.62^* * = statistical significant loadings (p< .05).	Ω = .43	.44^* * = statistical significant loadings (p< .05).
	23	.72^* * = statistical significant loadings (p< .05).		.58^* * = statistical significant loadings (p< .05).		.48^* * = statistical significant loadings (p< .05).
	26	.75^* * = statistical significant loadings (p< .05).		.68^* * = statistical significant loadings (p< .05).		.48^* * = statistical significant loadings (p< .05).
	27	.82^* * = statistical significant loadings (p< .05).		.44^* * = statistical significant loadings (p< .05).		.61^* * = statistical significant loadings (p< .05).
Control of learning beliefs	2	.84^* * = statistical significant loadings (p< .05).	M = .71	.56^* * = statistical significant loadings (p< .05).	M = .71	.42^* * = statistical significant loadings (p< .05).
	9	.53^* * = statistical significant loadings (p< .05).	SD = .20	.75^* * = statistical significant loadings (p< .05).	SD = .10	.00
	18	.92^* * = statistical significant loadings (p< .05).	α = .74	.79^* * = statistical significant loadings (p< .05).	α = .74	.36^* * = statistical significant loadings (p< .05).
	25	.56^* * = statistical significant loadings (p< .05).	Ω = .73	.75^* * = statistical significant loadings (p< .05).	Ω = .81	.03
Self-efficacy for learning and performance	5	.70^* * = statistical significant loadings (p< .05).	M = .75	.50^* * = statistical significant loadings (p< .05).	M = .58	.43^* * = statistical significant loadings (p< .05).
	6	.76^* * = statistical significant loadings (p< .05).	SD = .10	.75^* * = statistical significant loadings (p< .05).	SD = .22	.34^* * = statistical significant loadings (p< .05).
	12	.72^* * = statistical significant loadings (p< .05).	α = .88	.58^* * = statistical significant loadings (p< .05).	α = .88	.42^* * = statistical significant loadings (p< .05).
	15	.83^* * = statistical significant loadings (p< .05).	Ω = .94	.76^* * = statistical significant loadings (p< .05).	Ω = .58	.42^* * = statistical significant loadings (p< .05).
	20	.85^* * = statistical significant loadings (p< .05).		.69^* * = statistical significant loadings (p< .05).		.49^* * = statistical significant loadings (p< .05).
	21	.55^* * = statistical significant loadings (p< .05).		.09^* * = statistical significant loadings (p< .05).		.50^* * = statistical significant loadings (p< .05).
	29	.81^* * = statistical significant loadings (p< .05).		.67^* * = statistical significant loadings (p< .05).		.47^* * = statistical significant loadings (p< .05).
	31	.77^* * = statistical significant loadings (p< .05).		.58^* * = statistical significant loadings (p< .05).		.47^* * = statistical significant loadings (p< .05).
Test anxiety	3	.59^* * = statistical significant loadings (p< .05).	M = .73	.58^* * = statistical significant loadings (p< .05).	M = .72	−.07
	8	.58^* * = statistical significant loadings (p< .05).	SD = .15	.56^* * = statistical significant loadings (p< .05).	SD = .16	.10^* * = statistical significant loadings (p< .05).
	14	.72^* * = statistical significant loadings (p< .05).	α = .80	.71^* * = statistical significant loadings (p< .05).	α = .80	.07
	19	.90^* * = statistical significant loadings (p< .05).	Ω = .88	.91^* * = statistical significant loadings (p< .05).	Ω = .86	.07
	28	.87^* * = statistical significant loadings (p< .05).		.86^* * = statistical significant loadings (p< .05).		.13^* * = statistical significant loadings (p< .05).

Component	Item	Factor loadings and reliability
Component	Item	15-factor specific model (Model 1A)		Specific factor of the final model		General factor of the final model
Rehearsal	39	.78^* * = statistical significant loadings (p< .05)	M = .78	.70^* * = statistical significant loadings (p< .05)	M = .67	.35^* * = statistical significant loadings (p< .05)
	46	.82^* * = statistical significant loadings (p< .05)	SD = .03	.81^* * = statistical significant loadings (p< .05)	SD = .13	.34^* * = statistical significant loadings (p< .05)
			α = .79		α = .79
	59	.74^* * = statistical significant loadings (p< .05)	Ω = .89	.51^* * = statistical significant loadings (p< .05)	Ω = .65	.43^* * = statistical significant loadings (p< .05)
	72	.77^* * = statistical significant loadings (p< .05)		.65^* * = statistical significant loadings (p< .05)		.39^* * = statistical significant loadings (p< .05)
Elaboration	53	.68^* * = statistical significant loadings (p< .05)	M = .72	.36^* * = statistical significant loadings (p< .05)	M = .24	.58^* * = statistical significant loadings (p< .05)
	62	.74^* * = statistical significant loadings (p< .05)	SD = .07	.00	SD = .32	.70^* * = statistical significant loadings (p< .05)
			α = .82		α = .78
	64	.76^* * = statistical significant loadings (p< .05)	Ω = .88	.03	Ω = .17	.73^* * = statistical significant loadings (p< .05)
	67	.61^* * = statistical significant loadings (p< .05)		.82^* * = statistical significant loadings (p< .05)		.39^* * = statistical significant loadings (p< .05)
	69	.81^* * = statistical significant loadings (p< .05)		.19^* * = statistical significant loadings (p< .05)		.74^* * = statistical significant loadings (p< .05)
	81	.74^* * = statistical significant loadings (p< .05)		.04		.70^* * = statistical significant loadings (p< .05)
Organization	32	.72^* * = statistical significant loadings (p< .05)	M = .78	.63^* * = statistical significant loadings (p< .05)	M = .63	.38^* * = statistical significant loadings (p< .05)
	42	.83^* * = statistical significant loadings (p< .05)	SD = .07	.62^* * = statistical significant loadings (p< .05)	SD = .10	.50^* * = statistical significant loadings (p< .05)
			α = .79		α = .79
	49	.72^* * = statistical significant loadings (p< .05)	Ω = .85	.51^* * = statistical significant loadings (p< .05)	Ω = .55	.46^* * = statistical significant loadings (p< .05)
	63	.84^* * = statistical significant loadings (p< .05)		.76^* * = statistical significant loadings (p< .05)		.46^* * = statistical significant loadings (p< .05)
Critical thinking	38	.73^* * = statistical significant loadings (p< .05)	M = .76	.48^* * = statistical significant loadings (p< .05)	M = .56	.51^* * = statistical significant loadings (p< .05)
	47	.74^* * = statistical significant loadings (p< .05)	SD = .03	.56^* * = statistical significant loadings (p< .05)	SD = .05	.50^* * = statistical significant loadings (p< .05)
			α = .85		α = .85
	51	.79^* * = statistical significant loadings (p< .05)	Ω = .87	.56^* * = statistical significant loadings (p< .05)	Ω = .47	.54^* * = statistical significant loadings (p< .05)
	66	.76^* * = statistical significant loadings (p< .05)		.62^* * = statistical significant loadings (p< .05)		.49^* * = statistical significant loadings (p< .05)
	71	.80^* * = statistical significant loadings (p< .05)		.60^* * = statistical significant loadings (p< .05)		.54^* * = statistical significant loadings (p< .05)
Metacognitive self-regulation	36	.52^* * = statistical significant loadings (p< .05)	M = .49	.56^* * = statistical significant loadings (p< .05)	M = .28	.36^* * = statistical significant loadings (p< .05)
	41	.50^* * = statistical significant loadings (p< .05)	SD = .12	.07	SD = .20	.46^* * = statistical significant loadings (p< .05)
			α = .74		α = .77
	44	.51^* * = statistical significant loadings (p< .05)	Ω = .83	.29^* * = statistical significant loadings (p< .05)	Ω = .32	.42^* * = statistical significant loadings (p< .05)
	54	.50^* * = statistical significant loadings (p< .05)		.38^* * = statistical significant loadings (p< .05)		.39^* * = statistical significant loadings (p< .05)
	55	.58^* * = statistical significant loadings (p< .05)		.62^* * = statistical significant loadings (p< .05)		.41^* * = statistical significant loadings (p< .05)
	56	.52^* * = statistical significant loadings (p< .05)		.23^* * = statistical significant loadings (p< .05)		.44^* * = statistical significant loadings (p< .05)
	57	.27^* * = statistical significant loadings (p< .05)		.00		.27^* * = statistical significant loadings (p< .05)
	33	.26^* * = statistical significant loadings (p< .05)		.00		.26^* * = statistical significant loadings (p< .05)
	61	.48^* * = statistical significant loadings (p< .05)		.21^* * = statistical significant loadings (p< .05)		.40^* * = statistical significant loadings (p< .05)
	76	.60^* * = statistical significant loadings (p< .05)		.41^* * = statistical significant loadings (p< .05)		.44^* * = statistical significant loadings (p< .05)
	78	.68^* * = statistical significant loadings (p< .05)		.34^* * = statistical significant loadings (p< .05)		.56^* * = statistical significant loadings (p< .05)
	79	.53^* * = statistical significant loadings (p< .05)		.23^* * = statistical significant loadings (p< .05)		.46^* * = statistical significant loadings (p< .05)

Component	Item	Factor loadings and reliability
Component	Item	15-factor specific model (Model 1A)		Specific factor of the final model		General factor of the final model
Time and study environment	35	.57^* * = statistical significant loadings (p< .05)	M = .57	.24^* * = statistical significant loadings (p< .05)	M = .44	.41^* * = statistical significant loadings (p< .05)
	43	.80^* * = statistical significant loadings (p< .05)	SD = .14	.50^* * = statistical significant loadings (p< .05)	SD = .15	.54^* * = statistical significant loadings (p< .05)
			α = .74		α = .74
	52	.48^* * = statistical significant loadings (p< .05)	Ω = .78	.54^* * = statistical significant loadings (p< .05)	Ω = .48	.27^* * = statistical significant loadings (p< .05)
	65	.51^* * = statistical significant loadings (p< .05)		.26^* * = statistical significant loadings (p< .05)		.36^* * = statistical significant loadings (p< .05)
	70	.77^* * = statistical significant loadings (p< .05)		.49^* * = statistical significant loadings (p< .05)		.52^* * = statistical significant loadings (p< .05)
	73	.49^* * = statistical significant loadings (p< .05)		.34^* * = statistical significant loadings (p< .05)		.33^* * = statistical significant loadings (p< .05)
	77	.56^* * = statistical significant loadings (p< .05)		.66^* * = statistical significant loadings (p< .05)		.29^* * = statistical significant loadings (p< .05)
	80	.40^* * = statistical significant loadings (p< .05)		.50^* * = statistical significant loadings (p< .05)		.20^* * = statistical significant loadings (p< .05)
Effort regulation	37	.64^* * = statistical significant loadings (p< .05)	M = .67	.72^* * = statistical significant loadings (p< .05)	M = .53	.34^* * = statistical significant loadings (p< .05)
	48	.70^* * = statistical significant loadings (p< .05)	SD = .06	.39^* * = statistical significant loadings (p< .05)	SD = .14	.46^* * = statistical significant loadings (p< .05)
			α = .70		α = .70
	60	.59^* * = statistical significant loadings (p< .05)	Ω = .75	.51^* * = statistical significant loadings (p< .05)	Ω = .49	.34^* * = statistical significant loadings (p< .05)
	74	.73^* * = statistical significant loadings (p< .05)		.50^* * = statistical significant loadings (p< .05)		.46^* * = statistical significant loadings (p< .05)

Component	Item	Factor loadings and reliability
Component	Item	15-factor specific model (Model 1A)	Specific factor of the final model	General factor of the final model
Peer learning	34	.76^* * = statistical significant loadings (p < .05)	M = .81	.56^* * = statistical significant loadings (p < .05)	M = .73	.39^* * = statistical significant loadings (p < .05)
	45	.82^* * = statistical significant loadings (p < .05)	SD = .06	.87^* * = statistical significant loadings (p < .05)	SD = .16	.26^* * = statistical significant loadings (p < .05)
			α = .81		α = .81
	50	.87^* * = statistical significant loadings (p < .05)	Ω = .84	.76^* * = statistical significant loadings (p < .05)	Ω = .67	.39^* * = statistical significant loadings (p < .05)
Help seeking	40	.55^* * = statistical significant loadings (p < .05)	M = .71	.68^* * = statistical significant loadings (p < .05)	M = .59	.16^* * = statistical significant loadings (p < .05)
	58	.68^* * = statistical significant loadings (p < .05)	SD = .12	.16^* * = statistical significant loadings (p < .05)	SD = .30	.49^* * = statistical significant loadings (p < .05)
			α = .71		α = .71
	68	.84^* * = statistical significant loadings (p < .05)	Ω = .84	.87^* * = statistical significant loadings (p < .05)	Ω = .59	.34^* * = statistical significant loadings (p < .05)
	75	.78^* * = statistical significant loadings (p < .05)		.64^* * = statistical significant loadings (p < .05)		.40^* * = statistical significant loadings (p < .05)

Broad component	Specific component	Factor loading	Reliability
Motivation	Intrinsic goal orientation	.42^* * = statistically significant loadings (p< .05)	α = .86
	Extrinsic goal orientation	−.12^* * = statistically significant loadings (p< .05)	Ωh = .46
	Task value	.36^* * = statistically significant loadings (p< .05)
	Control of learning beliefs	.52^* * = statistically significant loadings (p< .05)
	Self-efficacy for learning and performance	.80^* * = statistically significant loadings (p< .05)
	Test anxiety	−.40^* * = statistically significant loadings (p< .05)
Learning strategies	Rehearsal	.72^* * = statistically significant loadings (p< .05)	α = .81
	Elaboration	.76^* * = statistically significant loadings (p< .05)	Ωh = .86
	Organization	.91^* * = statistically significant loadings (p< .05)
	Critical thinking	.00
	Metacognitive self-regulation	.46^* * = statistically significant loadings (p< .05)
Regulation strategies	Time and study environment	.78^* * = statistically significant loadings (p< .05)	α = .91
	Effort regulation	.78^* * = statistically significant loadings (p< .05)	Ωh = .76
Social strategies	Peer learning	.91^* * = statistically significant loadings (p< .05)	α = .84
	Help seeking	.91^* * = statistically significant loadings (p< .05)	Ωh = .90

Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul Rua Ramiro Barcelos, 2600 - sala 110, 90035-003 Porto Alegre RS - Brazil, Tel.: +55 51 3308-5691 - Porto Alegre - RS - Brazil
E-mail: prc@springeropen.com

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[1] *Correspondence: Jhonys de Araujo jhonys.bio@gmail.com