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Findings also support student transition to university.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Questionnaire for a Writing and Communication Program  \nJhotisha 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  \nGracia Dong, Ph.D  [https://orcid.org/0000-0003-0026-4009](https://orcid.org/0000-0003-0026-4009)  \nCentre 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  \nNam-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  \nErin 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  \nRecommended Citation  \nMugon, 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)  \nAdapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program  \nAbstract  \nIntegrating 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.  \nL'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  \nl'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 .  \nKeywords: Motivated Strategies for Learning Questionnaire (MSLQ), student transitions, student success  \nIntegrating 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","cbCair8C9d1WNjJA","https://ap.wps.com/l/cbCair8C9d1WNjJA","pdf",525344,24,"English","# Abstract\n## Study purpose and context\n## Questionnaire adaptation and analyses\n## Results and implications\n## Role in student transition","[{\"question\":\"What assessment tool does the study adapt for university writing and communication courses?\",\"answer\":\"The study adapts the Motivated Strategies for Learning Questionnaire (MSLQ) into a writing and communication course context and presents a shortened version.\"},{\"question\":\"What subscales are included in the shortened MSLQ-AF?\",\"answer\":\"MSLQ-AF includes six subscales: motivation, academic self-confidence, performance anxiety, critical thinking, planning for optimal learning, and peer learning.\"},{\"question\":\"How is the shortened questionnaire validated in the study?\",\"answer\":\"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.\"}]","Collected Essays on Learning and Teaching - Volume 14 - Issue 1 - Adapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program | PDF",1792088744]