Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
In engineering education research, students’ motivation and learning strategies are often measured using the Motivated Strategies for Learning Questionnaire (MLSQ). The socio-cognitive foundation on which this survey was established assumes that motivation and learning strategies are not inherent attributes of the learner, but rather contextually attached [1, 2]. Given this, there is a need to explore the role of student motivation and learning strategies in novel contexts like when new learning environments are adopted. Our study addresses two research aims: we explore the construct validity of a subset of the MLSQ as adjusted for implementation in an Active, Blended, and Collaborative (ABC) learning setting in a mechanical engineering (ME) dynamics course. In this work in progress paper, we study the MSLQ as instruments examining students’ motivation and learning strategies. The MSLQ implemented three factors: self-efficacy, test anxiety, and time and study environment. We investigated the validity and reliability of the integrated MSLQ for students immersed in this ABC context using factor analysis. Confirmatory factor analysis (CFA) was first conducted to cross-validate the factor structure of the MSLQ and investigate key psychometric properties based on the extensive use of the instrument in engineering contexts. Exploratory factor analysis (EFA) then followed to find alternative factors of the MSLQ in ABC setting. Implications and Issues about the factor validity of the MSLQ in an ABC context will be discussed. References  T. G. Duncan and W. J. McKeachie, “The making of the motivated strategies for learning Questionnaire,” Educational psychologist, vol. 40, no.2, pp. 117-128, 2005.
 M. H. Cho and J. Summers, “Factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in asynchronous online learning environments,” Journal of Interactive Learning Research, vol. 23, no.1, pp. 5-23, 2012.
Lee, W., & Rhoads, J. F., & Berger, E. J., & Deboer, J. (2020, June), WIP: Validating a Motivated Strategy for Learning Questionnaire (MSLQ) in an Active, Blended, and Collaborative (ABC) Dynamics Learning Environment Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35579
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015