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

Oct 15, 2026

Uploaded by Stanley

Study examines the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college or university (HBCU). Confirmatory factor analysis tests the third-order factor structure and supports a model respecification. Results show adequate fit for the respecified MSLQ (MSLQ-R) and confirm measurement invariance across four HBCU subgroups. Self-efficacy, task value, effort regulation, and time/study environment correlate most with EOC grade, while metacognitive self-regulation and strategy use do not. MSLQ-R discriminates academic performance.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Study focus and population

Methods and psychometrics

Key findings and correlations

Measurement invariance and discrimination

AERA Open October-December 2018, Vol. 4, No. 4, pp. 1–16 DOI: 10. 1177/2332858418809346 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2018. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero) Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU Caesar R. Jackson North Carolina Central University 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. Keywords: Motivated Strategies for Learning Questionnaire (MSLQ), self-regulated learning, historically black college/ university (HBCU), African American students, confirmatory factor analysis Science, technology, engineering, and mathematics (STEM)– educated graduates possess knowledge and skills that are critical to a large portion of the U.S. workforce and contribute to the economic competitiveness and innovation of the nation (National Science Board [NSB], 2015) . However, there are persistent challenges in producing and retaining STEM talent in the United States to meet the current workforce demands, as documented in several national reports (National Academy of Science, 2011; National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007, 2010; NSB, 2016). [Although about 28% of all U.S. college](Although about 28% of all U.S. college) students select a STEM major, more than half switch to a non-STEM field or leave postsecondary education without earning any credentials (Chen, 2009) . This departure rate is even higher for individuals from groups underrepresented in STEM, including African Americans (Chen, 2013) . Most students who switch from STEM to non-STEM degree programs do so after taking challenging and demanding STEM gatekeeper courses—introductory science, mathematics, and engineering (President’s Council of Advisors on Science and Technology, 2012) . Earning low or nonpassing grades in these courses reduces academic self-efficacy and often leads to negative attitudes toward STEM, which can further prompt students to disengage and change majors (Eagan, Hurtado, & Chang, 2010; Gasiewski, Eagan, Garcia, Hurtado, & Chang, 2012) . Learning in STEM involves many self-regulated learning processes that require students to plan, set goals, think critically, assess and select their approach, build knowledge, monitor progress, and evaluate their actions and outcomes (Sinatra & Taasoobshirazi, 2011) . Students must control and manage their behaviors to develop skills, learn from others, utilize available resources, manage their time and effort, and complete tasks. STEM learning also requires students to show interest, be motivated, be inquisitive, have purpose and value, explore, and endure frustration. Highly self-regulated students find ways to learn and overcome obstacles by adjusting their motivation, affect, and learning approach (Zimmerman & Martinez-Pons, 1990) . Understanding the motivational beliefs and learning behaviors that students exhibit in STEM courses is of key importance toward improving academic learning and achievement (Komarraju & Nadler, 2013) . Self-regulated learnin

FAQs

What is the document’s main research goal?

To validate and adapt the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM courses for minority students in an HBCU context.

How was the questionnaire validated?

Confirmatory factor analysis tested the third-order factor structure, followed by model respecification leading to the respecified version (MSLQ-R).

Which MSLQ-R factors relate to EOC grade, and which do not?

Self-efficacy, task value, effort regulation, and time and study environment correlate highest with EOC grade, while metacognitive self-regulation and strategy use do not.

Oct 15, 2026

Uploaded by Stanley