Using the Motivated Strategies for Learning Questionnaire (MSLQ) To Describe Latent Profiles of Online Learners: Examination across Nine Academic Years

• In Event: Motivation in Online Learning Environments

Abstract

Using the Motivated Strategies for Learning Questionnaire (MSLQ), this study identified latent profiles to examine prevalence and shifts of the MSLQ typology across nine academic years. Data (N=1,520) were collected from three cohorts of online university students in the USA. The number of identified latent MSLQ profiles was consistent across cohorts; however, recent cohorts had slightly different characteristics. Cohort2017-19 (n=643) included Average, Below-Average, Well-Below-Average, and Above-Average latent profiles; whereas Cohort2020-22 (n=455) and Cohort2023-25 (n=422) included Average, Above-Average, Well-Above-Average, and Below-Average latent profiles. Unlike gender and ethnicity, age, GPAs, and PGs recorded significant variations across groups. Implications for developing tailored contextual support to promote adaptive motivation and learning strategies in online learning are discussed.

Authors

• Li Cao, University of West Georgia

• Diana L. Mindrila, University of West Georgia