Assessing a modified version of the Motivated Strategies for Learning Questionnaire as a student development tool

Erin Jobidon
Jhotisha Mugon

Grant Recipients

Erin Gagnon-Jobidon, Student Success Office

Jhotisha Mugon, Renison University College

(Project Timeline - January 1, 2021 - December 31, 2022)

Description

  • The Motivated Strategies for Learning Questionnaire (MSLQ) measures the types of learning strategies and academic motivations of university students. The scale has been adapted and administered in Arts First courses to support first-year student's transition to university learning. Student results are provided via PowerBI report (Appendix B, see below).
  • The focus of this project will be to investigate the benefits of incorporating the MLSQ as a tool for students in their first year at university. Through focus groups, it is intended to understand how students are interpreting the items on the survey, and how the MSLQ project impacts their transition to university.

Question Investigated

  • How can we improve the MSLQ to ensure it is a valuable student development tool?

Findings

  • Twenty-four first-year Faculty of Health students partook in focus groups associated with this project. The focus groups concluded that:
    • Two subscale descriptions required further consideration, some areas within the survey were confusing to participants, and that participants expressed thoughts and concerns regarding the usefulness of this tool.
    • Questions #5, #11, #21, #32, and #37 were deemed confusing.
  • 62% of participants used their report results for either the in-class assignment, to explore ways to improve their low scores. Participants who acted on their results experienced:
    • reduced anxiety, stress and procrastination
    • determined how to get ahead in their learning
    • developed connections to study groups/faculty
    • recognized the importance of, and improved self-confidence
  • When asked, “how has your experience with the MSLQ impacted your transition as a student to university? And how has it impacted you academically, personally, or otherwise?” participants reported that the tool:
    • facilitated self-reflection and encouraged them to look for areas of improvement
    • validated their expectations
    • helped them to set goals
    • helped them learn about and access resources/services they were not previously aware of
    • made them feel listened to/seen
    • improved confidence to ask questions in class
    • was not helpful
    • needed more online interactive resources

Dissemination and Impact

  • Results from the survey will be used to adapt problem questions before the tool is administered for the Fall term. There is also an effort to implement new subscales to the tool.
  • Participant results suggested having the MSLQ embedded into their tutorial (as an assignment for grades) encouraged them to participate and that they would have been less likely to do so had it not been for grades.

  • Results from this research were shared at the UW Teaching & Learning conference in April 2022.

  • Applicants are hoping to propose a similar tool at the University of Victoria at their “Let’s talk about teaching” annual conferences during the summer of 2022.

  • Another proposal to the Scholarship of Teaching and Learning in Higher Education Conference was submitted following the results of this study alongside results from the applicants' prior work in the Faculty of Health. The applicants' also intend to publish the work in the journal: ‘Collected Essays on Learning and Teaching'.

Appendices

Appendix A

Appendix B

References

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  2. Al Khatib, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students’ performance. International journal for research in Education, 27(8), 57-71. 
  3. Cho, M. H., & Summers, J. (2012). Factor validity of the Motivated Strategies for Learning Questionnaire (MSLQ) in asynchronous online learning environments. Journal of Interactive Learning Research, 23(1), 5-28. 
  4. Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and individual differences, 21(4), 337-346. 
  5. Harris, S. M., Edmundson, L. B., & Jacobson, R. (2006). Motivational and Learning Strategies of Community College Students. Online Submission. 
  6. Hilpert, J. C., Stempien, J., van der Hoeven Kraft, K. J., & Husman, J. (2013). Evidence for the latent factor structure of the MSLQ: A new conceptualization of an established questionnaire. SAGE open,3(4), 2158244013510305. 
  7. Jackson, C. R. (2018). Validating and adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM courses at an HBCU. Aera Open, 4(4), 2332858418809346. 
  8. Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of advanced academics, 20(1), 42-68. 
  9. Pintrich, P.R. (1991).  A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). University of Michigan.
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  11. vanRooij, E. C., Jansen, E. P., & van de Grift, W. J. (2018). First-year university students’ academic success: The importance of academic adjustment. European Journal of Psychology of Education, 33(4), 749-767.