%0 Journal Article
%T Validating and Adapting the Motivated Strategies for Learning Questionnaire (MSLQ) for STEM Courses at an HBCU
%A Caesar R. Jackson
%J AERA Open
%@ 2332-8584
%D 2018
%R 10.1177/2332858418809346
%X This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU). Confirmatory factor analysis was used to test the third-order factor structure and to respecify the model. An adequate fit to the study sample data was achieved for the respecified MSLQ (MSLQ-R), and measurement invariance was verified on four groups within the HBCU sample. The highest correlates with EOC grade on the MSLQ-R were self-efficacy, task value, effort regulation, and time and study environment. Metacognitive self-regulation and strategy use variables were found to not correlate with EOC grade. A useful capability to discriminate on the basis of academic performance was exhibited by the MSLQ-R
%K Motivated Strategies for Learning Questionnaire (MSLQ)
%K self-regulated learning
%K historically black college/university (HBCU)
%K African American students
%K confirmatory factor analysis
%U https://journals.sagepub.com/doi/full/10.1177/2332858418809346