The Third Round of the Czech Validation of the Motivated Strategies for Learning Questionnaire (MSLQ)

Jitka Vaculíkova

doi:10.5539/ies.v9n7p35

Abstract

<p class="apa">The authors present findings on the third round of the Czech validation of the Motivated Strategies for learning questionnaire (MSLQ), originally developed by Pintrich et al. (1991). The validation only covered an area designed to access motivation in self-regulated learning. Data was collected from a sample of university students in regular classroom settings. Principal component analysis (PCA) was conducted with eigenvalues exceeding 1. An inspection of the scree plot, discontinuity in variance, Monte Carlo parallel analysis and Cronbach’s alphas were performed to assess the psychometric properties. The results were further supported by the confirmatory factor analysis with no post hoc model modifications needed. The analysis confirmed the first and second round validation structure bringing a 3-factor model and indicated that the revised MSLQ is an acceptable measure of motivation in self-regulated learning.</p>

Highlights

One of the key features of school education is to guide students' learning so that the results represent the best possible way of acquired knowledge, skills and abilities in accordance with the basic educational objectives and individual differences among students
The revised Motivated Strategies for learning questionnaire (MSLQ) was developed from an original motivational orientations section (MS) of the MSLQ containing 31 items and increased up to a total of 70 items
If we find that some strategies are not successful, a modification or adaptation of behavior to the more current situation is needed

Summary

Introduction

One of the key features of school education is to guide students' learning so that the results represent the best possible way of acquired knowledge, skills and abilities in accordance with the basic educational objectives and individual differences among students. The regulation of students’ learning, can provide a variety of large spaces for their individual learning activities. Self-regulation is represented by a student who directs his/her learning without being directed from the outside. Rather than taking a passive role, self-regulated learners are active participants in their own learning process, who seek new information and take steps to master new skills. According to Zimmerman (2001) self-regulating skills aren’t considered acquired learning skills or inborn mental skills; rather they are the self-directive processes by which learners transform their mental abilities into academic skills necessary for successful learning

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Results

Conclusion