J. Silagyi-rebovich et al., Efficacy of an assessment instrument to measure affective and cognitive learning domains of students enrolled in food or nutrition courses, J HUM NU DI, 11(6), 1998, pp. 519-527
The purpose of the project was to evaluate the feasibility of using a publi
c domain instrument, the Motivated Strategies for Learning Questionnaire (M
SLQ), to assess affective and cognitive learning domains among volunteer st
udents (n = 44) enrolled in food and nutrition courses. Using SAS and alpha
0.01, significant Pearson's Product Moment Correlation Coefficients were c
alculated between the MSLQ scale, intrinsic motivation, and the following M
SLQ scales: task value (r = 0.55), metacognition (r = 0.5) and time managem
ent (r = 0.54). Correlations between task value and metacognition, students
' effort, rehearsal or elaboration learning strategies were r = 0.48, 0.51,
0.55 and 0.58, respectively. Correlations between students' effort and tim
e management, metacognition and sense of self-efficacy were r = 0.71, 0.73
and 0.48, respectively. Significant inverse correlations were identified be
tween students' fear of tests and their sense of self-efficacy (r = -0.50)
or the effort expended to master learning (r = -0.40). Multiple regression
analysis revealed that a three predictor variable model including metacogni
tion, peer help and seeking help from the instructor explained 51.6% of the
variance in scores of the first course exam (F = 14.22, F = 0.0001). Educa
tors need to consider how cognitive and affective differences in learning p
rocesses influence curricular and instructional decisions in human-nutritio
n and dietetics.