Adapting the Motivated Strategies for Learning Questionnaire to the Japanese Problem-Based Learning Context: A...

Area of Science:

• Medical Education
• Psychometrics
• Self-Regulated Learning

Background:

• The COVID-19 pandemic highlighted the need for self-regulated learning in medical trainees.
• Japan lacks effective tools to measure self-regulated learning in health professions education.

Purpose of the Study:

• To validate the Japanese version of the Motivated Strategies for Learning Questionnaire for Problem-Based Learning (J-MSLQ-PBL).
• To assess the suitability of the J-MSLQ-PBL for measuring medical trainees' self-regulated learning in Japan.

Main Methods:

• An exploratory factor analysis (EFA) was performed on data from 112 Japanese medical students.
• The 81-item questionnaire used a seven-point Likert scale and was divided into motivation and learning strategies sections.
• Factor extraction utilized Promax rotation, with item acceptance based on factor loading ≥0.40.

Main Results:

• The motivation section's factors aligned well with the original Motivated Strategies for Learning Questionnaire subscales.
• Extracted factors in the learning strategies section showed poor alignment with the original subscales.
• Potential reasons for discrepancies include translation issues, small sample size, or cultural differences.

Conclusions:

• The motivation component of the J-MSLQ-PBL is suitable for measuring self-regulated learning competencies in Japan.
• Further research is needed to refine the learning strategies section or explore alternative measurement tools.