Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU
| Autor: | Caesar R. Jackson |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
self-regulated learning
media_common.quotation_subject 05 social sciences 050401 social sciences methods 050301 education Metacognition Validity Academic achievement Self-control Test validity Confirmatory factor analysis Education 0504 sociology Motivated Strategies for Learning Questionnaire (MSLQ) Developmental and Educational Psychology Mathematics education African American students lcsh:L Psychology Self-regulated learning historically black colleges and universities (HBCU) 0503 education Social Sciences (miscellaneous) lcsh:Education media_common |
| Zdroj: | AERA Open, Vol 4 (2018) |
| ISSN: | 2332-8584 |
| DOI: | 10.1177/2332858418809346 |
| Popis: | 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. American Educational Research Association |
| Databáze: | OpenAIRE |
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