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

Description

The Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, 1991) measures the types of learning strategies and academic motivations of university students. This scale has been adapted and administered in Arts First courses for the past two years with the goal of supporting first-year student’s transition to university learning. Students complete the survey and their results are provided via PowerBI report (Appendix B). The report directs students to various strategies or campus resources to help further develop their learning strategies and academic motivation. Students are encouraged to reflect on their results and identify opportunities to improve.

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 we intend to understand how students are interpreting the items on the survey and we will explore how the MSLQ project impacts their transition to university.

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. 
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  5. Harris, S. M., Edmundson, L. B., & Jacobson, R. (2006). Motivational and Learning Strategies of Community College Students. Online Submission. 
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  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.
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