Jackson, Caesar R.2021-10-112021-10-112018-11-02http://hdl.handle.net/10919/105231This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU). Confirmatory factor analysis was used to test the third-order factor structure and to respecify the model. An adequate fit to the study sample data was achieved for the respecified MSLQ (MSLQ-R), and measurement invariance was verified on four groups within the HBCU sample. The highest correlates with EOC grade on the MSLQ-R were self-efficacy, task value, effort regulation, and time and study environment. Metacognitive self-regulation and strategy use variables were found to not correlate with EOC grade. A useful capability to discriminate on the basis of academic performance was exhibited by the MSLQ-R.application/pdfenCreative Commons Attribution-NonCommercial 4.0 InternationalMotivated Strategies for Learning Questionnaire (MSLQ)self-regulated learninghistorically black colleges and universities (HBCU)African American studentsArticlehttps://journals.sagepub.com/doi/pdf/10.1177/2332858418809346