Assessing the credibility and validity of the Motivational Strategies for Learning Questionnaire (MSLQ) to aid self-regulating learning to a cohort of undergraduate students

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    Abstract

    This paper provides an evaluative report on the use of a questionnaire as a diagnostic tool to support undergraduate students’ development of self-regulated learning. The diagnostic tool to be used is the Motivated Strategies for Learning Questionnaire (MSLQ). A considerable body of research highlights the significance of self-regulated learning to support student success. This study investigates my application of the MSLQ as a diagnostic tool to support twenty-three undergraduate participants, undertaking a three-year undergraduate professional education degree for practitioners supporting clinical surgery. The students were studying in a higher education institution in the North West of England. The intervention consisted of a presentation to the participants followed by their completion of an eighty-one-point questionnaire. On completion, the emergent data allowed each participant to be informed by tutors of relevant improvement strategies and the support available to them. A focus group generated data that provides insight into the efficacy of then intervention from the perspective of the students.
    Original languageEnglish
    Pages (from-to)15-23
    JournalPractitioner Research in Higher Education
    Volume12
    Issue number1
    Early online date6 Mar 2019
    Publication statusE-pub ahead of print - 6 Mar 2019

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