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ERIC Number: EJ1201173
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU
Jackson, Caesar R.
AERA Open, v4 n4 Oct-Dec 2018
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.
Descriptors: Questionnaires, Learning Strategies, STEM Education, Black Colleges, Metacognition, Correlation, African American Students, Undergraduate Students, Test Validity, Test Reliability, Academic Achievement, Comparative Analysis, Whites, Institutional Characteristics, Minority Group Students, Self Control
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire