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WIP: Validating a Motivated Strategy for Learning Questionnaire (MSLQ) in an Active, Blended, and Collaborative (ABC) Dynamics Learning Environment

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2020 ASEE Virtual Annual Conference Content Access


Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Student Motivation, Identity, and Resilience

Tagged Division

Educational Research and Methods

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Paper Authors


Wonki Lee Purdue University, West Lafayette Orcid 16x16

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Wonki Lee is pursuing Ph.D. in Education, Curriculum Instruction, Language and Literacy program at Purdue University. She received her bachelors and masters, specializing Korean language education as second/foreign language from Seoul National University, South Korea. Prior her doctoral studies in United States, she worked as a Korean teacher for 6 years and pursued her Ph.D. in South Korea. She currently works as graduate research assistant in engineering education department. Her research interests are assessment for learners in diverse settings, and teacher education in multicultural settings.

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Jeffrey F. Rhoads Purdue University, West Lafayette

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Jeffrey F. Rhoads is a Professor in the School of Mechanical Engineering at Purdue University and is affiliated with both the Birck Nanotechnology Center and Ray W. Herrick Laboratories at the same institution. He received his B.S., M.S., and Ph.D. degrees, each in mechanical engineering, from Michigan State University in 2002, 2004, and 2007, respectively. Dr. Rhoads’ current research interests include the predictive design, analysis, and implementation of resonant micro/nanoelectromechanical systems (MEMS/NEMS) for use in chemical and biological sensing, electromechanical signal processing, and computing; the dynamics of parametrically-excited systems and coupled oscillators; the thermomechanics of energetic materials; additive manufacturing; and mechanics education. Dr. Rhoads is a Member of the American Society for Engineering Education (ASEE) and a Fellow of the American Society of Mechanical Engineers (ASME), where he serves on the Design Engineering Division’s Technical Committees on Micro/Nanosystems and Vibration and Sound, as well as the Design, Materials, and Manufacturing (DMM) Segment Leadership Team. Dr. Rhoads is a recipient of numerous research and teaching awards, including the National Science Foundation’s Faculty Early Career Development (CAREER) Award; the Purdue University School of Mechanical Engineering’s Harry L. Solberg Best Teacher Award (twice), Robert W. Fox Outstanding Instructor Award, and B.F.S. Schaefer Outstanding Young Faculty Scholar Award; the ASEE Mechanics Division’s Ferdinand P. Beer and E. Russell Johnston, Jr. Outstanding New Mechanics Educator Award; and the ASME C. D. Mote Jr., Early Career Award. In 2014 Dr. Rhoads was included in ASEE Prism Magazine’s 20 Under 40.

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Edward J. Berger Purdue University, West Lafayette Orcid 16x16

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Edward Berger is an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, joining Purdue in August 2014. He has been teaching mechanics for over 20 years, and has worked extensively on the integration and assessment of specific technology interventions in mechanics classes. He was one of the co-leaders in 2013-2014 of the ASEE Virtual Community of Practice (VCP) for mechanics educators across the country. His current research focuses on student problem-solving processes and use of worked examples, change models and evidence-based teaching practices in engineering curricula, and the role of non-cognitive and affective factors in student academic outcomes and overall success.

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Jennifer Deboer Purdue University, West Lafayette

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Jennifer DeBoer is currently Assistant Professor of Engineering Education at Purdue University. Her research focuses on international education systems, individual and social development, technology use and STEM learning, and educational environments for diverse learners.

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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 [1] 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.

[2] 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

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