WIP: Validating a motivated strategies for learning questionnaire (mslq) in an active, blended, and collaborative (abc) dynamics learning environment

Abstract

In engineering education research, students' motivation and learning strategies are often measured using the Motivated Strategies for Learning Questionnaire (MLSQ). The sociocognitive foundation on which this survey was established assumes that motivation and learning strategies are not inherent attributes of the learner, but rather are contextually attached. Although the MSLQ scales have been extensively tested in different subject-matter contexts in engineering, this study aims to examine the MSLQ constructs and factor structures in a novel engineering educational setting. This paper validated three MSLQ subscales in an ABC learning environment for engineering dynamics: (A) Active learning, (B) blended structures, (C) and collaborative student engagement that have shown to be highly influential for university-level engineering students. This unique class environment exhibits several features that make it a new and distinct educational setting in which to validate the MSLQ. Preliminary results suggest the existence of two separate self-efficacy factors in this ABC context: one related to performance and one related to conceptual understanding. Engineering education researchers and instructors would benefit from further understanding what affects the divergence of self-efficacy factors.