Using a Multidimensional Rasch Analysis to evaluate the psychometric properties of the Motivated Strategies for Learning Questionnaire (MSLQ) among high school students

This study used the multidimensional random coefficients multinomial logit model to investigate the construct validity and detect substantial differential item functioning of the Italian version of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, & DeGroot, 1990) among high school students. The aim was fivefold: to evaluate and identify the better structure for the Italian sample both using the multidimensional rating scale model (MRSM) and multidimensional partial credit model (MPCM); to verify the internal consistency of the subscales of the MSLQ; to investigate the item fit of each item of the MSLQ; to detect the item bias based on three student characteristics, gender, type of school, and grade; and to explore the concurrent validity of the MSLQ with the Academic Self-Efficacy Beliefs Scale (Pastorelli & Picconi, 2001). Participants included 1, 071 high school students (grades 9 to 11). The MSLQ proved to be a reliable measure in the Italian context, suitable for students of different ages, genders, and schools.