Motivational and Learning Strategies of Community College StudentsReport as inadecuate

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Online Submission, Paper presented at the Mid-South Educational Research Association Annual Meeting (Birmingham, Alabama, November 8-10, 2006)

This study investigated the construct validity of an online version of the Motivated Strategies for Learning Questionnaire (MSLQ) for use with community college students. The MSLQ which is an 81-item, self-report inventory which consists of 2 sections and 15 scales that assesses college students' motivational orientations and learning strategies. The sample consisted of 158 participants from four community colleges located in the Western United States. A reliability analysis produced coefficient alphas which ranged from .49 to .93 for the scale scores. When compared to data from the normative sample, there was consistency in the coefficient alphas for 6 of the 15 scales. Of the areas of inconsistencies, the differences in values for coefficient alpha ranged from .05 to .20. Results indicate that while the MSLQ may be valid for assessing motivational and learning strategies, users must take caution when interpreting scores obtained from different cultures. Suggestions for further research discussed. (Contains 2 tables.)

Descriptors: College Students, Learning Strategies, Construct Validity, Community Colleges, Student Motivation, Communications, Courses, Technology Uses in Education, Internet, Student Surveys, Objectives, Critical Thinking, Demography, Cross Cultural Studies, Academic Achievement

Author: Harris, Sandra M.; Edmundson, Larry B.; Jacobson, Rebecca


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