Assessing the credabilty and validity of the Motivational Strategies for Learning Questionaire (MSLQ) to aid self regulating learning to a cohort of undergraduate students
##plugins.themes.bootstrap3.article.main##
Abstract
The aim of this paper is to focus on using the Motivated Strategies for Learning Questionnaire (MSLQ) to determine its credibility and validity to a group of student research participants. Innumerable research including that undertaken by Roth, Ogrin and Schmitz (2014); Zimmerman (2008); Van Eekelen, Boshuizen and Vermut, (2005); Tuckman and Kennedy (2011); McKendry, Wright and Stevenson (2013); Kukkonen, Suhonen and Salminen (2015) and Robshaw and Smith (2004) indicates the credibility and validity of self-regulated learning with a view to its indication of academic achievement success. Henceforth, this study sought to apply the MSLQ to twenty-three undergraduate participants, undertaking a three-year BSc (Hons) Operating Department Practitioner (ODP) course within a Higher Education (HE) institution located in the North West of England to determine if this applied to them. Proposed strategies to assist cogitation were fed back to each participant. The overall rationale being to signpost support to the participants such as, targeted resources available to them within the University to underpin their studies. The study commenced with, a presentation to the participants followed by an eighty-one-point questionnaire for them to complete. On completion, the emergent data allowed each participant to be informed of improvement strategies and the support available to them. Finally, to validate the outcomes, a focus group was convened to discuss if and how, each participant had interacted with the self-regulating learning.
##plugins.themes.bootstrap3.article.details##
Proposed Policy for Journals That Offer Delayed Open Access
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work for one year after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).