Intrinsic Goal Orientation Research Articles

Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writing instruction

Abstract Strategic behavior for self-regulated learning (SRL) is crucial for academic success in L2 writing. Yet little is known about how learners’ motivation-related factors develop as their strategic behavior progresses during classroom instruction in L2 writing contexts. Informed by SRL theory, this longitudinal case study adopted multiple assessment approaches to explicating the development trajectories of two Chinese L2 writers’ motivational factors relating to expectancy, value, and goal orientation (i.e., self-efficacy, task value, and goal orientations) and strategic behavior in the classroom ecology of self-regulation strategies-based instruction. Participants were one high-proficiency writer and one low-proficiency writer who were enrolled in the self-regulation strategies-based writing course. They voluntarily participated in this study and completed semi-structured interviews and reflective journals at the beginning (T1), the middle (T2), and the end of the instruction (T3). Field notes were used to complement the primary data sources. The qualitative analyses revealed both students’ limited understanding of SRL strategies at the initial stage. Their strategic behavior progressed with the social and metacognitive scaffolding at T2, but only the high-proficiency writer sustained active engagement at T3. With different goal orientations and linguistic self-efficacy at the initial stage, both students reported noticeable increases in their intrinsic goal orientation, task value, and self-efficacy in classroom performance at T2 and T3. Their motivational states were also affected by linguistic proficiency, metacognitive scaffolding, and social interactions during the instruction. This study is expected to provide insights into how L2 writers’ strategic behavior progresses with their changes in motivations.

Comparison of chronotype and learning motivation in medical university students

BackgroundPeople differ in their preferred time for intellectual activities. Morningness-eveningness preferences describe the preferred time for performing daily activities and are determined by chronotype. Chronotype reflects circadian preference in humans and is divided into morning, intermediate, and evening types. Learning motivation is a key predictor of student success and may influence learning and study, academic performance, intention to continue medical research, and well-being. Helping students develop learning motivation may improve their educational achievement and health. There are opposing studies regarding chronotype and academic achievement. We hypothesized that chronotype affects the learning motivation of medical school students.MethodsWe used the reduced Morningness-Eveningness Questionnaire (rMEQ), and the Motivated Strategies for Learning Questionnaire (MSLQ) for Russian, Polish, Japanese, and Australian students in the first and second years of medical university. A total of 540 medical students answered the questionnaires. The MSLQ contains six subscales: intrinsic goal orientation, extrinsic goal orientation, self-efficacy for learning and performance, control of learning beliefs, task value, and test anxiety.ResultsThe rMEQ was used to classify the students into three types, which were morning (26.7%), intermediate (60.5%), or evening chronotypes (12.7%) based on their scores. The learning motivation scores for the intrinsic and extrinsic goal orientations, task value, and self-efficacy were lower in evening chronotypes.ConclusionsOur findings suggest that the evening chronotype had a lower learning motivation than the morning chronotype. Evening-oriented students may need a more flexible schedule, and a shift of the most important courses in the university to the afternoon may help them to attain higher motivation for learning medicine.

Enhancing Freshman English Learning: A Study of Solo vs Collaborative Educational Gameplay Effects on Achievement and Motivation

This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty students were randomly assigned to play educational games either individually or in small groups over ten weeks. While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20 multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a MANOVA showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.

Goal Setting and Goal Orientation as Predictors of Learning Satisfaction and Online Learning Behavior in Higher Education Blended Courses


 
 This study investigated how goal setting and goal orientation are related to student learning behavior and engagement in an online learning environment, and how learning behavior, goal setting, and goal orientation are related to student satisfaction with the course they are studying. A total of 882 students from 76 different courses participated in this study, which used both self-reported data from a questionnaire and indicators based on digital traces in an online learning environment. The results of multilevel regression analyses showed that student ability to set learning goals (i.e., goal setting) was positively related to both student learning satisfaction and student learning behavior. Intrinsic goal orientation positively predicted student satisfaction with the course. Extrinsic goal orientation did not show a significant effect in any of the observed relationships. The analyzed indicators of student learning behavior showed no statistically significant association with learning satisfaction. Possible explanations for these findings are discussed, and limitations and directions for future research are suggested.
 

Students’ Motivation in Using Quizizz for Assessment

This research aims to analyze the level of students' motivation and the differences in motivation components between male and female students in the academic year 2021. The researcher used the questionnaire as the instrumentation. The researcher used totally sampling to choose the sample. The sample of this research consists of 96 students which are from English education and non-English education study program at Universitas Negeri Padang. In this study, the researcher use quantitative descriptive research as the research design. There were six subcomponents of motivation in this research i.e. intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and task anxiety. The findings of the data analysis showed that students have high motivation levels. Females have a higher motivation level than males. It is shown by the mean score and the standard deviation.

A Study on the Precision Effect of Blended Learning in English Teaching and Learning

Abstract Realizing personalized and precise teaching using traditional English methods is challenging. This paper proposes a blended precision teaching model that relies on student portraits, using technical methods to provide tailored learning resources for every student. A deep neural network is used to extract student features, and the k-means algorithm is used to construct a clustered portrait of students. Based on the student portraits, the similarity between student objects is calculated, and the collaborative filtering method is combined to achieve personalized recommendations for English learning resources. And the learning warning model is established by considering the ranking order relationship when predicting students’ English scores. Setting up the experimental class and the control class to analyze the effect of blended teaching precision, in terms of English scores, the average score of the experimental class is 6.06 points higher than that of the control class, with a significant P-value of less than 0.05, which shows a considerable difference. Its classroom teaching observation dimension score totaled 91.6, students’ classroom performance and teaching effect performed well, English literacy was improved, and the mean values of each satisfaction of emotional experience showed significant differences (P<0.05). The mean values of several dimensions of learning motivation were higher than those of the control class, with highly significant differences in the dimensions of extrinsic goal orientation, learning beliefs, and intrinsic goal orientation (P<0.01).

Use of motivational regulation strategies and its relations to motivational beliefs in a college English course context

While motivational regulation strategies (MRSs) both as a core facet of self-regulated learning and as a pedagogical issue have attracted increasing attention from researchers and practitioners, what motivational regulation strategies learners of English as a foreign language (EFL) or English as a second language (ESL) tend to use and how these strategies may be associated with learner motivational beliefs in English learning remain under-researched. To fill this research gap, this study aims to contribute to a holistic understanding of Chinese EFL students’ use of MRSs and its relations to English learning motivational beliefs. Data were collected from 638 non-English major undergraduate students through two self-report questionnaires in a College English Course context. Results showed that students reported high frequency use of performance-enhancement or interest-related strategies while reporting using other types of regulation strategies (e.g. performance-avoidance self-talk) to a lesser extent. Structural equation modeling (SEM) analyses suggested that among the four types of motivational beliefs investigated in this study, control of learning beliefs, intrinsic goal orientation, and extrinsic goal orientation were the top three most powerful predictors of the students’ use of MRSs in English learning. Pedagogical implications and directions for future research were also discussed.

The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

BackgroundThe area of self-regulated learning integrates the fields of metacognition and self-regulation and assumes that the student is an active processor of information capable of self-regulating his learning by putting together the cognitive, metacognitive, and motivational components. The Motivated Strategies for Learning Questionnaire (MSLQ) is a benchmark for the measurement of self-regulated learning. However, the field of study does not show adequate evidence of its structural validity. The vast majority of studies involving this question present serious methodological mistakes, compromising the evidence of validity.ObjectiveOur study investigates the structural validity of MSLQ including all 15 scales and corrects relevant mistakes in the previous studies.MethodWe tested different models through item confirmatory factor analysis in a convenience sample of 670 college students (M = 22.8 years, SD = 5.2) from a public Brazilian university in the technological area. The models with the ML, MLR, MLM and WLMSV estimators.ResultsOnly WLSMV produced models with acceptable fit. The final model has a bi-factor structure with a general factor (self-regulated learning), 15 components as first-order factors, and four broad components as second-order factors. Twelve first-order components, all second-order components and the general factor had acceptable reliability. The components’ elaboration, intrinsic goal orientation and metacognitive self-regulation, did not show acceptable reliability, in terms of McDonald’s omega.ConclusionConsidering the worldwide importance of the MSLQ, we do not recommend the use of the measurement of these components for clinical practice and psychoeducational diagnosis until new studies show that this low reliability only occurs in our sample. Our study shows new evidence, correcting many previous methodological mistakes and producing initial evidence favorable to the factor structure of the MSLQ.

Recommender systems facilitate aesthetic experience accumulation in informal learning environments – a study from China

ABSTRACT Aesthetic literacy originates from rich aesthetic experiences, one of the principal ways people gain such experiences is through arts appreciation. Sixty-seven students participated in 119 art appreciation activities at out-of-school public art venues in China. A digital education platform was used to record students’ appreciation process. A recommender system was used to recommend relevant art knowledge to students. The data obtained were used to analyse the learning characteristics of students in out-of-school art appreciation and the effectiveness of the recommender system in forming aesthetic experiences. The analysis showed that students were satisfied with this learning model, with NPS = 37.313, but their self-regulation was low (k = 0.606) and universal (std = 2.755). The efficiency of the recommender system was significantly associated with several aspects of students’ motivational learning strategies, including intrinsic goal orientation (0.503), task value (0.638), and critical thinking (0.643). Focus group interviews of students with different characteristics revealed that the autonomous and interactive nature of out-of-school art appreciation was the main attraction for students and the recommender system was able to complement and improve students’ art knowledge and broaden their artistic horizons. Overall, in an informal learning environment, the use of an AI recommender system can effectively enable students to form aesthetic experiences.

The Impact of the 5E Learning Model Improved with Concept Maps on Motivation

The examination of students’ motivation towards lessons is an important aspect of educational studies. The constructivist approach significantly impacts the improvement of students’ motivation. The present study aims to examine the use of the 5E learning model with concept maps to support students’ motivation and compare the 5E approach and the classical approach to teaching chemistry in terms of motivational dimensions. The main subject of this study is an assessment of students’ motivation using the 5E learning model, which promotes student-centred teaching. The study was conducted with 100 8th-grade lower secondary school students who attended a school in the Turkish Republic of Northern Cyprus (TRNC) during the spring semester of the 2018/19 school year. The study was conducted with two randomly selected groups: experimental (EG) and control (CG). The lessons of the EG were taught using the 5E Learning Model Improved with Concept Maps, while lessons of the CG were conducted using the current, conventional teaching method. The Motivated Strategies for Learning Questionnaire (MSLQ) was applied as a data collection tool in the study. Descriptive statistics and Multivariate Analysis of Variance (MANOVA) were used in data analysis. As a result, it was determined that the EG students’ motivation scores showed a significant difference from the CG students’ motivation scores. Furthermore, a significant difference was established between the EG and CG students’ intrinsic goal orientation and test anxiety post-test scores. Although the EG students’ averages for other sub-dimensions were higher than the CG students’ averages, no significant difference was found between the groups.

Influence of teacher innovative behaviour on students’ academic self-efficacy and intrinsic goal orientation

Non-cognitive outcomes like Academic Self-efficacy (ASE) and Intrinsic Goal Orientation (IGO) have a bearing on students’ academic and life outcomes. Yet, the way teacher practices influence these outcomes has remained underexplored. We examined the influence of Teacher Innovative Behaviour (TIB) on students’ IGO and ASE within a span of one academic year (2015–16) in Indian government primary schools. Using structural equation modelling, we studied change in IGO and ASE among school students (N = 6421, grades 6–8) taught by 346 teachers with varying levels of TIB. The findings revealed that higher levels of TIB predicted higher levels of IGO but were unrelated to ASE after controlling for student demographics and prior outcomes. The independent variables collectively explained 20% and 15% of the variation in IGO and ASE. The implications of this study for teacher educators, education administrators, and policymakers are discussed.

Role of Motivational Factors in Learning English: A Case Study at Primary Level at D G Khan

English has become the global language in recent years. It is important for people to be able to talk to each other and fit into the real world. English is now something that many people, especially young people, need to learn and use. How academic motivation affects how well students do in English language classes and how different types of motivation in educational settings help students feel better about English. Motivation is seen as one of the most important parts of learning a language well. The information for this study will come from the primary schools in the district of D.G. Khan. This study is mostly about finding out what kind of and how much motivation there is to learn English. The quantitative method used with the help of a teacher questionnaire and a student T-test. Before applying the motivational factors, there was a pre-test, and then there was a post-test with two groups. 1. Control group 2. Experimental group. Academic motivation is a mix of a person's personal goals, study habits, socioeconomic factors and attitude towards school. The subscales of the motivation scale are: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and test anxiety. The results show that the students who took part in the study were highly motivated to learn English and were motivated more by what they could get out of it. This study will show how students' motivation to learn can help them feel better about themselves and also help them do well in school.

Technological Self-efficacy, Learning Motivation, and Selfdirected Learning of Selected Senior High School Students in a Blended Learning Environment

The differences between online and traditional learning are evident considering many important factors. The study of Al-Maroof et al (2021) reveals that students prefer online learning platforms depending on the content appropriate to their skills and abilities and on the quality of the platform thus meeting their expectations and satisfaction. Zheng (2021) also argues that online learning becomes an avenue for students’ self-directed learning. Moreover, Pan (2020) emphasizes that students' technology self-efficacy influences their self-directed learning, and according to Grande et al (2022) and Anette (2018) intrinsic motivation plays a big role in the student’s self-directed learning. In contrast to traditional university students, students learning online have a high correlation between self-directed learning (SDL) and academic performance. Using SDL as a teaching strategy can help students become more adept at controlling their own teaching-learning process (Khalid et al, 2020). Hence, the researcher was motivated to conduct a study to determine the level of technological self-efficacy, learning motivation, and self-directed learning of selected senior high school students of the University of Perpetual Help System –JONELTA and the relationship of each variable. The findings of this study could serve as a guide for senior high school students for them to realize their technological self-efficacy and the importance of learning motivation to their ability to self-direct their learning and a great significance in the field of education specifically policy makers and curriculum designers of Department of Education, administrators, school principals and senior high school teachers might use as reference for the outcomes in assessing blended learning in private academic institution in order to decide whether or not this modern trend in instruction is viable for other public schools. The researcher utilized the descriptive-correlational method of research using survey questionnaire in gathering data. Statistical method utilized to give credence and reliability to the work. The findings show in terms of level of technological self-efficacy, the average weighted mean of 3.97 revealed that the respondents’ level of technological self-efficacy is high. Meanwhile, for learning motivation, the average weighted mean of 4.10 revealed that the respondents’ have high level of learning motivation in terms of control of learning beliefs (4.23), goal orientation and task value (4.18), intrinsic goal orientation (4.10), teacher support (4.08) and social engagement (3.94. Moreover, the average weighted mean of 4.03 revealed that the respondents had a high level of self-directed learning. An average weighted mean of 4.03 revealed that the respondents have a high level of self-directed learning. Meanwhile, for the relationship between technological self-efficacy, learning motivation and self-directed learning, the findings showed that there was a multiple correlation between the respondents’ level of technological self-efficacy, level of learning motivation, and level of self-directed learning. A value of 0.000 indicated a high level of prediction of the dependent variable (level of self-directed learning). The obtained r square of 0.670 shows that independent variables (technological self-efficacy and learning motivation) explain 67% of the variability of the dependent variable (level of self-directed learning). Further, the ANOVA shows that the independent variables, technological self-efficacy and learning motivation, are significant predictors of the dependent variable, self-directed learning with an F-value of 86.892 and a probability value of 0.000 which is less than the 0.05 significance level. Based on the findings of the study, the following conclusion are drawn: the respondents’ level of technological self-efficacy is high; the respondents are highly motivated to learn which means students are open to learning and participation in the class and the students’ level of self-directed learning is high. Moreover, the higher the students’ technological self-efficacy, the higher their level of learning motivation; the higher the level of students’ learning motivation, the higher the level of their self-directed learning. The higher the level of the students’ technological self-efficacy, the higher the level of their self-directed learning. Finally, technological self-efficacy and learning motivation in terms of intrinsic goal orientation, extrinsic goal orientation, control of learning belief, self-efficacy, task value, and social engagement are significant predictors of the student self-directed learning.

Transitioning from secondary school to an English-medium transnational university in China: a longitudinal study of student self-efficacy and motivational beliefs

ABSTRACT This longitudinal study explores changes in self-efficacy and motivational beliefs for learners beginning to study via English-medium instruction (EMI) at a transnational university in China. Following first-year local Chinese students over their first semester of learning via EMI, the study focuses on changes in learner self-efficacy beliefs towards lecture listening alongside task value, intrinsic goal orientation, and extrinsic goal orientation. It draws upon questionnaire (N = 412) and interview data (n = 34) to show significant gains in student self-efficacy due to (1) enactive mastery experiences and (2) the development of strategies for mediating the impact of negative affect. A midterm drop in the strength of intrinsic goal orientations contrasted with a greater focus on extrinsic factors, indicating that as students transitioned to the EMI environment, short-term extrinsic factors were of greater importance. However, findings indicate a rebound in the importance of intrinsic factors due to stronger self-efficacy and self-appraisals of success in EMI study, indicating a relationship between efficacy beliefs and intrinsic value orientations. The results contribute to the currently limited research on learner motivation development during transition into EMI transnational higher education.

실시간 온라인 하브루타 토론이 자기조절학습능력에 미치는 영향

Objectives This study verified the effect of real-time online Havruta discussion on self-regulated learning ability by designing a program that is applied to Havruta by structuring sympathetic questions.
 Methods 25 pre-service teachers in K University in Seoul were randomly selected for experiment. As for the self-regulation ability measurement tool, Il-Seon Choi and Yoon-Joo Cho (2010) adapted and modified it and used it after confirming the validity of the expert's content, and analyzed the sample through a pre- and post-test of the resident group. Differences in pre-post scores between experimental groups were analyzed by t-test. Subcomponents of self-regulated learning ability that were verified included implicit goal orientation, intrinsic value, metacognition, and cognitive strategy. The experiment consisted of a total of 12 sessions: two sessions of Habuta theory, one session of pre-test, eight sessions of experimental treatment, and one session of post-test. The empathic questioning consisted of perspective understanding questioning, imaginative questioning, interest questioning, and sympathetic questioning.
 Results Real-time online Havruta discussions based on empathetic interrogation showed significant differences in self-efficacy, intrinsic goal orientation, intrinsic value, upper cognitive, and cognitive strategies, which are sub- elements of self-regulated learning ability.
 Conclusions This study is meaningful in that it presented a specific strategy to conduct effective and in-depth discussions in a real-time online education environment and specific alternatives to improve self-regulated learning ability, which is significantly required in online learning environment.

Students Engagement and Students Motivation as Predictors of Learning Satisfaction in a Synchronous Hybrid Learning Space among the TVET Students

A synchronous hybrid learning space combines traditional on-site and online learning into a single learning experience to promote effective learning for both on-site and online students concurrently. It is a flexible, accessible, and engaging learning environment. There is a dearth of research on the factors that influence synchronous hybrid learner learning satisfaction as compared to traditional on-site or online learning environments. The relationship between student engagement, student motivation with student learning satisfaction in synchronous hybrid learning space was underexplored although these student learning competencies were noticeably strong predictors of student learning satisfaction in the full on-site or online settings. Hence, this study aimed to explore predictive learning competencies for student learning satisfaction in synchronous hybrid learning. A cross-sectional method was employed to collect quantitative data from 169 students of a Technical and Vocational Education and Training (TVET) institute located in Kuching, Sarawak at a given point in time. These respondents’ learning competencies and learning satisfaction in synchronous hybrid learning spaces were investigated. The research findings showed that student engagement (i.e., emotional, cognitive, and behavioural) and student motivation (i.e., intrinsic goal orientation, extrinsic goal orientation, and self-efficacy) which are found predictive in traditional on-site and online learning settings can be applied in synchronous hybrid learning space as well. The results of this study were intended to guide practices and policies related to the design and implementation of synchronous hybrid learning to add value and further substantiate the potential of this learning space.

Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction

This study investigated the impact of a secondary school science, technology, engineering, and mathematics (STEM) research apprenticeship program (STEM-RAP) as part of active learning pedagogy on students’ performance. We examined students’ (a) scientific dispositions—self-efficacy, intrinsic goal orientation, and sense of control over learning, (b) STEM career choice, and (c) mentor-student interaction. Research tools included open- and closed-ended questionnaires, as well as interviews with a sample of students and mentors. The questionnaire was administered to 319 11th and 12th grade students majoring in science and technology in Israeli high schools. Of these, 262 participated in STEM-RAP and 57 took part only in studying a high-school STEM subject as a major. The results show highly positive scientific dispositions. A significant difference was found in intrinsic goal orientation in favor of the STEM-RAP students, who also had different contextual images of their mentors as ‘research partners’. The mentor interviews revealed several interaction themes, including content, procedural, and epistemic knowledge development, partnership, and emotional support. The findings emphasize the importance of research activities as part of active learning pedagogy for developing students’ motivation to study science.

Staying physically active during the COVID-19 pandemic: Assessing the roles of motivation, basic psychological needs, goal orientation and anticipatory sport persistence.

Nationwide barriers to public and private sport institutions were implemented during COVID-19 lockdowns. Autonomous motivation, perceived fulfillment of basic psychological needs (competence, autonomy, and relatedness) and goal orientation coincide with higher persistence rates in physical activity. The aim of this study is to investigate which factors are related to anticipatory sport persistence, a specific form of sport persistence. We conducted an online survey with N = 208 (74% female) participants. Correlation analyses showed that higher anticipatory sport persistence coincides with autonomous motivation (r = 0.314, p < 0.01), basic psychological needs (competence r = 0.528, autonomy r = 0.446, relatedness r = 0.315; all p < 0.01), and goal orientation (intrinsic r = 450, extrinsic r = 0.146; all p < 0.01). Furthermore, multiple regression analysis showed that anticipatory sport persistence can be predicted through intrinsic goal orientation (B = 0.465, p < 0.01) and the need for competence (B = 0.418, p < 0.01). The importance of anticipatory sport persistence when expecting external barriers to physical activity, its relationship toward sport persistence and possible implications for the planning and perseverance of physical activity plans are being discussed.

Effect of Game-Based Learning on Motivation and Learning Strategies of Nursing Students in Occupational Health Nursing Course

Aim of this study is to evaluate the effect of game-based learning on the motivation and learning strategies of nursing students. A quasi-experimental research design that was with a pre-post test design without a control group was used in this research. The sample of the study consisted of 74 third grade students. The Sociodemographic Characteristics Question Form and Motivated Strategies for Learning Questionnaire were used for data collection tool. The mean age of nursing students is 21.45±0.62. 85.1% of them are women. A statistically significant difference was found between the pre- and the post-test mean of the nursing students' subscales of control of learning beliefs, intrinsic goal orientation, test anxiety, self-efficacy for learning and performance (p&lt;0.05). There were statistically significant differences between the pre and post-test Learning Strategies Scale subscale scores, nursing students obtained higher mean scores from critical thinking, help seeking, peer learning, metacognitive self-regulation subscales at the post-test (p&lt;0.05). As a result of this study, it was found that Kahoot! has an important influence on the motivation and learning strategies of nursing students. In the development of learning in students' theoretical and practical training, using Kahoot! which is one of the game-based student response systems will be useful.

Adapting the Motivated Strategies for Learning Questionnaire to the Japanese Problem-Based Learning Context: A Validation Study.

The COVID-19 pandemic has greatly changed medical education, and medical trainees' self-regulation has become more emphasized. In Japan, the concept of self-regulated learning has not been fully applied in health profession education due to a lack of effective measurement tools. We aimed to validate the translated Japanese version of the Motivated Strategies for Learning Questionnaire in the context of Problem-Based Learning (J-MSLQ-PBL). The questionnaire employs a seven-point Likert-type scale with 81 items and is categorized into two sections: motivation and learning strategies. An exploratory factor analysis (EFA) was conducted by using Promax rotation to examine the factor structure of the scale, using the collected data from 112 Japanese medical students. Factor extraction was based on a scree plot investigation, and an item was accepted when the factor loading was ≥0.40. In the motivation section, the extracted factors from the EFA were well aligned with the subscales of the original MSLQ, including "Self-Efficacy for Learning and Performance", "Task Value", "Self-Efficacy for Learning and Performance", "Test Anxiety", "Extrinsic Goal Orientation", and "Intrinsic Goal Orientation". In the learning strategies, the extracted factors poorly matched the structure of the original subscales. This discrepancy could be explained by insufficient translation, the limited sample size from a single medical school, or cross-cultural differences in learning strategies between Western and Japanese medical students. Only the motivation part of the J-MSLQ-PBL should be implemented to measure the competency elements of self-regulated learning in Japan.