Measurement Model of Metacognitive Learning Strategies of EFL Nursing Students
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Abstract
The aims of this cross-sectional descriptive study were 1) to test a newly developed measurement model of metacognitive learning strategies for reading English, and 2) to investigate the validity of the model in Thai nursing and public health students. Samples were 804 second-year nursing and public health students from six colleges under the Praboromarajchanok Institute for Health Workforce Development, Ministry of Public Health, Thailand. The instrument included 1) demographic data questionnaire and 2) the metacognitive learning strategies for reading English questionnaire The content validity of the questionnaire was 0.827 and reliability was 0.97. Data were analyzed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis using IBM SPSS 24 and LISREL 10.2.
The results of exploratory factor analysis revealed that the measurement model of metacognitive learning strategies for reading English is composed of 25 items in 5 components (5 items each), including 1) self-awareness in reading English, 2) planning in reading English, 3) self-monitoring in reading English, 4) evaluation of reading English, and 5) problem solving for reading English. The sum of variances explained 71.21% of the components of metacognitive learning strategies for reading English. The confirmatory factor analysis showed that the measurement model has a high level of congruence with empirical evidence. The construct reliability of all components from composite reliability (CR or Rho C ) was between 0.84 - 0.92 and the convergent validity from average variance extracted (AVE or Rho V ) was between 0.52 – 0.71.
Teachers may use this questionnaire to evaluate the ability of nursing students in reading English to plan the strategies to further improve English reading skills in nursing students.
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