Adapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program

Autor/inn/en	Mugon, Jhotisha; Dong, Gracia; Kim, Nam-Hwui; Jobidon, Erin
Titel	Adapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program
Quelle	In: Collected Essays on Learning and Teaching, 14 (2023) 1, (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mugon, Jhotisha) ORCID (Dong, Gracia) ORCID (Kim, Nam-Hwui) ORCID (Jobidon, Erin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Learning Strategies; Questionnaires; Test Construction; Writing (Composition); Communication (Thought Transfer); College Students; Foreign Countries; Factor Analysis; Test Reliability; Test Validity; Factor Structure; Critical Thinking; Self Efficacy; Student Motivation; Planning; Cooperative Learning; Anxiety; Canada; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Testaufbau; Schreibübung; Communication; thought; Kommunikation; Gedanke; Collegestudent; Ausland; Faktorenanalyse; Testreliabilität; Testvalidität; Faktorenstruktur; Kritisches Denken; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Ablaufplanung; Planungsprozess; Kooperatives Lernen; Angst; Kanada
Abstract	Integrating educational assessment tools, such as the Motivated Strategies for Learning Questionnaire (MSLQ), into university classrooms can help students and faculty gain insight into areas of strength and challenge for students. The present study adapted and integrated the MSLQ into a set of first-year communication courses for Faculty of Arts students at the University of Waterloo. This adaptation allowed us to better situate the scale within the writing and communication course context. Through exploratory and confirmatory analysis, a shortened questionnaire (MSLQ-AF) with six subscales (motivation, academic self-confidence, performance anxiety, critical thinking, planning for optimal learning, and peer learning) was created. MSLQ-AF proved to have stable factor structure, adequate and stable internal consistency, and construct validity (correlation with grades) when assessed across four samples spanning four university terms. We discuss the role of this new scale in helping students transition into university. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: https://ojs.uwindsor.ca/index.php/CELT/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01