Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU

AERA Open

Caesar R.Jackson¹ 

关键词: Motivated Strategies for Learning Questionnaire (MSLQ);    self-regulated learning;    historically black college/university (HBCU);    African American students;    confirmatory factor analysis;   

DOI  :  10.1177/2332858418809346

学科分类：发展心理学和教育心理学

来源: Sage Journals

【 摘 要 】

This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU). Confirmatory factor analysis was used to test the third-order factor structure and to respecify the model. An adequate fit to the study sample data was achieved for the respecified MSLQ (MSLQ-R), and measurement invariance was verified on four groups within the HBCU sample. The highest correlates with EOC grade on the MSLQ-R were self-efficacy, task value, effort regulation, and time and study environment. Metacognitive self-regulation and strategy use variables were found to not correlate with EOC grade. A useful capability to discriminate on the basis of academic performance was exhibited by the MSLQ-R.

【 授权许可】

CC BY-NC