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

• Published in: AERA open Vol. 4; no. 4
• Main Author: Jackson, Caesar R.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-10-2018; Sage Publications Ltd; SAGE Publishing
• Subjects: Academic Achievement; African American Students; Black Colleges; Comparative Analysis; Correlation; Historically Black Colleges & Universities; Institutional Characteristics; Learning Strategies; Metacognition; Minority Group Students; Music teachers; Questionnaires; Self Control; STEM Education; Test Reliability; Test Validity; Undergraduate Students; Whites; African American students; confirmatory factor analysis; self-regulated learning; historically black college/university (HBCU); Motivated Strategies for Learning Questionnaire (MSLQ)
• ISSN: 2332-8584; 2332-8584
• DOI: 10.1177/2332858418809346

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.