Collected Essays on Learning and Teaching - Volume 14 - Issue 1 - Adapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program

Oct 15, 2026

Integrating educational assessment tools, such as the Motivated Strategies for Learning Questionnaire (MSLQ), into university classrooms helps students and faculty identify areas of strength and challenge. The study adapted and integrated the MSLQ into first-year communication courses for Faculty of Arts students at the University of Waterloo. Exploratory and confirmatory analyses produced a shortened MSLQ-AF with six subscales, showing stable factor structure, internal consistency, and construct validity across four samples. Findings also support student transition to university.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Study purpose and context

Questionnaire adaptation and analyses

Results and implications

Role in student transition

Collected Essays on Learning and Teaching Volume 14 Issue 1 Adapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program Jhotisha Mugon, Ph.D [https://orcid.org/0000-0002-5225-0613](https://orcid.org/0000-0002-5225-0613)[ ](https://orcid.org/0000-0002-5225-0613)Department of Psychology, University of Victoria Gracia Dong, Ph.D [https://orcid.org/0000-0003-0026-4009](https://orcid.org/0000-0003-0026-4009) Centre of Global Health Research, Li Ka Shing Knowledge Institute, St. Michael's Hospital; Department of Statistical Sciences, University of Toronto; Department of Mathematics and Statistics, University of Victoria Nam-Hwui Kim, Ph.D [https://orcid.org/0000-0001-7933-9012](https://orcid.org/0000-0001-7933-9012)[ ](https://orcid.org/0000-0001-7933-9012)Independent Scholar Erin Jobidon, M.Ed [https://orcid.org/ 0009-0005-3960-0585](https://orcid.org/ 0009-0005-3960-0585)[ ](https://orcid.org/ 0009-0005-3960-0585)Centre for Career Action, University of Waterloo Recommended Citation Mugon, J., Dong, G., Kim, N. H., & Jobidon, E. (2023). Adapting the motivated strategies for learning questionnaire for a writing and communication program. Collected Essays on Learning and Teaching, 14(1). [https://doi.org/10.22329/celt.v14i1.7140](https://doi.org/10.22329/celt.v14i1.7140) Adapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program Abstract Integrating educational assessment tools, such as the Motivated Strategies for Learning Questionnaire (MSLQ), into university classrooms can help students and faculty gain insight into areas of strength and challenge for students. The present study adapted and integrated the MSLQ into a set of first-year communication courses for Faculty of Arts students at the University of Waterloo. This adaptation allowed us to better situate the scale within the writing and communication course context. Through exploratory and confirmatory analysis, a shortened questionnaire (MSLQ-AF) with six subscales (motivation, academic self-confidence, performance anxiety, critical thinking, planning for optimal learning, and peer learning) was created. MSLQ-AF proved to have stable factor structure, adequate and stable internal consistency, and construct validity (correlation with grades) when assessed across four samples spanning four university terms. We discuss the role of this new scale in helping students transition into university. L'intégration d'outils d'évaluation pédagogique, tels que le questionnaire sur les stratégies d'apprentissage motivées (MSLQ), dans les salles de classe universitaires peutaider les étudiants et les professeurs à mieux comprendre les points forts et les défis des étudiants. La présente étude a adapté et intégré le MSLQ dans un ensemble de cours de communication de première année pour les étudiants de la Faculté des arts de l'Université de Waterloo. Cette adaptation nous a permis de mieux situer l'échelle dans le contexte du cours d'écriture et de communication. Grâce à une analyse exploratoire et confirmatoire, un questionnaire abrégé (MSLQ-AF) avec six sous-échelles (motivation, confiance en soi académique, anxiété de performance, pensée critique, planification pour un apprentissage optimal et apprentissage par les pairs) a été créé. Le MSLQ-AF s'est avéré avoir une structure factorielle stable, une cohérence interne adéquate et stable et une validité conceptuelle (corrélation avec les notes) lorsqu'il a été évalué sur quatre échantillons couvrant quatre trimestres universitaires. Nous discutons du rôle decette nouvelle échelle pour aider les étudiants à faire la transition vers l'université . Keywords: Motivated Strategies for Learning Questionnaire (MSLQ), student transitions, student success Integrating educational assessment tools into university classrooms can help students and faculty gain insight into areas of strength and challenge for students. One such tool is t

FAQs

What assessment tool does the study adapt for university writing and communication courses?

The study adapts the Motivated Strategies for Learning Questionnaire (MSLQ) into a writing and communication course context and presents a shortened version.

What subscales are included in the shortened MSLQ-AF?

MSLQ-AF includes six subscales: motivation, academic self-confidence, performance anxiety, critical thinking, planning for optimal learning, and peer learning.

How is the shortened questionnaire validated in the study?

It is assessed across four samples spanning four university terms using exploratory and confirmatory analysis, with evidence for stable factor structure, adequate internal consistency, and construct validity through correlation with grades.

Oct 15, 2026

Upload by WPS_1790064749