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

Autor/in	Jackson, Caesar R.
Titel	Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU
Quelle	In: AERA Open, 4 (2018) 4, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	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; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Fragebogen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; STEM; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Testvalidität; Testreliabilität; Schulleistung; White; Weißer; Selbstbeherrschung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01