Motivated Strategies For Learning Questionnaire Research Articles

자기자비 글쓰기가 학업지연 대학생의 자기조절에 미치는 영향

Objectives The purpose of this study was to find out the way to effectively intervene plan to improve the behavior of academic procrastination among college students by examining how self-compassion writing affects the self-regulation of college students with tendency academic procrastination.
 Methods It was intended to conduct an experiment on 48 college students based in gyeongnam by dividing them into self-compassion writing, expressive writing, and distractive writing groups to confirm the effect of treatment on emotional changes and self-regulation.
 Results When college students checked the emotional changes they experienced immediately after recalling the academic procrastination situation and after performing writing treatment in terms of pleasure, arousal, and dominance, there was no significant difference in pleasure and dominance between the writing groups, but the self-compassion writing group was significantly higher in arousal. There was no significant difference between groups in the MSLQ(Motivated Strategies for Learning Questionnaire) score after each writing treatment. On the other hand, it was found that the duration of the task to confirm the effect of self-regulated treatment was significantly longer in the self-compassion writing treatment group than in the other two groups.
 Conclusions After treatment, expressive writing, distraction writing, and self-compassion writing all temporarily increased positive emotions, and self-compassion therapy seems to help them recognize their emotions more clearly by increasing their arousal compared to other writing methods. In addition, self-compassion writing had a positive effect on significantly increasing the level of self-regulation performance compared to other writing. These results confirmed the specific intervention effect of self-compassion writing in academic procrastination behavior.

METACOGNITIVE STRATEGIES AND ACHIEVEMENT EMOTIONS AS PREDICTORS OF STUDENTS’ ACADEMIC SELF EFFICACY IN LEARNING SCIENCE

The study examined the impact of metacognitive strategies and achievement emotions on students academic self-efficacy in learning science. It involved 344 respondents from three public secondary schools in the Division of Tagum City, selected through stratified random sampling. Data were collected using three questionnaires: the Motivated Strategies for Learning Questionnaire (MSLQ), Achievement Emotions Scale (AES), and Academic Self-Efficacy Scale (ASES). The results showed that metacognitive strategies were frequently observed, achievement emotions were somewhat manifested, and students academic self-efficacy in learning science was moderate. Moreover, the results indicate that both metacognitive strategies and achievement emotions significantly correlated with and predicted students academic self-efficacy in learning science. The study suggests that teachers should promote metacognitive strategies and foster positive achievement emotions to enhance students academic self-efficacy. KEYWORDS: science education, metacognitive strategies, achievement emotions, academic self-efficacy, descriptive and correlational design, regression analysis, Tagum City, Davao del Norte, Philippines

The Impact of ChatGPT on Language Learners’ Motivation

As digital technology advances, its tools and applications are being used both inside and outside the classroom to increase student participation and motivation. One encouraging technology that has freshly seized acceptance is the adoption of artificial intelligence (AI) in language learning. One akin AI structure is ChatGPT. It is a language model matured by OpenAI that can engender human-like chat in return to user guidance. The goal of this study is to explore the effect of combining ChatGPT-generated dialogues into language teaching materials on the motivation of language learners. The participants group of this study were second-year 60 university students. The students' motivational strategies were measured using the 'Motivational Strategies for Learning Questionnaire' (Pintrinch & De Groot, 1990). The outcomes of the present study showed that there were statistically powerful differences between majors on the motivation test subcategories (self-regulation, intrinsic values, and test anxiety). In other words, using ChatGPT technology as a learning material, has increased the motivation of the students.

Enhancing motivation and academic performance through gamified digital game-based learning methodology using the ARCS model

ABSTRACT This study assessed the effects of an educational intervention grounded in gamified game-based learning on attention, relevance, confidence, satisfaction, intrinsic and extrinsic motivation, as well as academic performance, utilizing the ARCS motivational design model. This study involved 384 undergraduates across three physical activity and sport sciences courses. The experimental group, consisting of 287 students, was further divided into competitive (n = 142) and noncompetitive (n = 145) subgroups, while the control group comprised 97 students. Data collection was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ), Instructional Materials Motivation Survey (IMMS), and academic performance assessments. The findings of this study revealed significant disparities in the ARCS dimensions between the intervention and control groups. The experimental groups displayed notably lower scores in attention, relevance, confidence, and satisfaction. The intervention had a significant impact on students’ perceptions of intrinsic goals and task value, and it exerted a moderate influence on extrinsic goals. No statistically significant impact on conceptual knowledge was observed. These findings suggest that integrating the gamified digital game-based learning (DGBL) approach with the ARCS model can effectively enhance students' motivation, academic performance, and practical knowledge in higher physical education.

The correlation between self-regulated learning and student learning outcomes in the ecosystem sub-concept

The purpose of this study was to determine the relationship between self-regulated learning and student learning outcomes in the ecosystem sub-concept in class XI MIPA in the 2020/2021 school year. This research was conducted from August 2020 to September 2020 at one of the SMAN in Tasikmalaya City. The research method used is correlational with a population of all students in class XI MIPA with a total of 261 people. samples taken using simple random sampling technique, so this study took a sample of 7 people from each XI MIPA class with a total of 8 classes. The instruments used in this study consisted of 2 instruments, namely the Motivated Strategies for Learning Questionnaire (MSLQ) questionnaire instrument in the self-regulated learning section adopted from previous research and test instruments in the form of multiple choice questions on ecosystem sub-concept material totaling 36 items. The data analysis technique used is bivariate person correlation test with significance level (ɑ) = 5%. Based on the results of the study, it can be concluded that there is a relationship between self-regulated learning and student learning outcomes on ecosystem sub-concept material (R = 0.502). The contribution of self-regulated learning to learning outcomes is 25.2%.

Self-Efficacy, Religiosity, and Social Support with Undergraduate Students' Self-Regulated Learning in Distance Learning

The existence of a pandemic has limited all sectors of activity, one of which is the education sector. In March 2020, distance learning began to be implemented in Indonesia, where students experienced problems during the implementation. The sample was undergraduate students participating in distance learning. This study used quantitative research with the correlational research design with multiple regression analysis involving 408 students participating in distance learning. The motivated Strategy for Learning Questionnaire (MSLQ) was used to measure self-regulated learning, the General Self-Efficacy Scale (GSES) was used to measure self-efficacy, the Centrality of Religiosity Scale (CRS) was used to measure religiosity, and the parental social support compiled by Fitrotin was used to measure parental social support. Data analysis used linear regression. The results of the study revealed that self-efficacy, religiosity, and parental social support had a relationship with self-regulated learning. This is indicated by a positive Beta = 8.590, a p-value of 0.001 (p <0.005), a regression (F value) of 97.176, and an effective contribution to self-regulated learning of 41.9%. Programs to increase self-efficacy, religiosity, and parental social support are very important to increase self-regulated learning.

Do Chosen Learning Strategies Predict Academic Performance in First-Year DPT Anatomy Students?

The purpose of this study was to identify predictors of anatomy final course grades from first-year physical therapist students' characteristics and chosen learning strategies, as indicated on the Motivated Strategies for Learning Questionnaire (MSLQ). Identifying factors that contribute to success in content intensive classes may aid in coaching successful learning strategies as students transition from undergraduate coursework to Doctor of Physical Therapy (DPT) programs. Previous studies show that first-year graduate students use ineffective learning strategies that are insufficient for graduate-level study. The MSLQ correlates with academic performance at several educational levels. To date, only one study has examined the correlation of MSLQ with physical therapist students' academic performance for an anatomy course. Thirty-nine first-year physical therapist students participated in the study (27 from a hybrid program, 12 from a traditional program). This study analyzed MSLQ scores for the total instrument, each domain, and each subscale using regression analyses to determine predictors of final anatomy grades. The subscales of Self-Efficacy and Test Anxiety had significant predictive value for anatomy grades (R2 = 0.455, F = 5.203, P = .029). Test Anxiety had an inverse relationship to anatomy grades, meaning lower test anxiety scores correlated with higher anatomy grades. The combination of Self-Efficacy, Test Anxiety, and Critical Thinking subscales resulted in a significant prediction of anatomy grades (R2 = 0.603, F = 6.659, P = .014). This study found moderate correlations between MSLQ Motivation subscales and final grades in DPT anatomy classes. Self-Efficacy and Test Anxiety subscales had the strongest correlations and were significantly predictive of anatomy grades. Faculty may benefit from using inventories like the MSLQ for first-year physical therapist students to identify motivational characteristics associated with success and to remediate students' learning strategies to prevent academic failure.

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.

Self-regulated learning profiles including test anxiety linked to stress and performance: A latent profile analysis based across multiple cohorts.

Medical educators aim to understand why students differ in performance and stress. While performance and stress are associated with student demographics, school factors and aspects of self-regulated learning (SRL), it remains unclear how these elements interact within individuals. This multi-cohort study identified SRL profiles among medical students and explored their associations with performance and stress. Additionally, we examined the identified profiles' associations with gender, migration status and assessment policy. We used latent profile analysis (LPA) to identify profiles on Motivated Strategies for Learning Questionnaire (MSLQ) scores of six cohorts (2014-2019) of Year 1, first semester medical students (n = 1894) in a Dutch medical school. We used nine MSLQ subscales that measure test anxiety (TA), self-efficacy, deep learning, resource management and value. The university's assessment policy varied, demanding students to obtain 100% or 75% of Year 1 credits to remain enrolled. We defined optimal performance as obtaining all credits at the end of Year 1. Two cohorts completed the Perceived Stress Scale (PSS-14, n = 409) in the 2nd semester. We identified three distinct student profiles: 693/1894(36.6%) were classified as TAhighSRLhigh, 661/1894(34.9%) as TAlowSRLhigh and 540/1894(28.5%) as TAmoderateSRLlow. Females were more likely to belong to TAhighSRLhigh profiles compared to males (effect size [ES] Cramer's V = .13, small). Migration background was not associated with these profiles. The TAhighSRLhigh profile was more prevalent under the 100% assessment policy (ES Cramer's V = .10, negligible). TAlowSRLhigh students demonstrated lower stress levels (PSS = 23.9 out of 56) compared to TAhighSRLhigh students (PSS = 28.7, ES Cohen's d = .62, medium) and TAmoderateSRLlow students (PSS = 28.2, ES Cohen's d = .51, medium). Performance differed among the three profiles (ES Cramer's V = .16, small): 82.5% optimal performance in the TAlowSRLhigh, 71.9% in the TAhighSRLhigh and 65.2% in the TAmoderateSRLlow profile. Three distinct SRL student profiles associated with gender, academic performance and perceived stress were identified. Test anxiety had additional value in distinguishing subgroups with differential academic performance and stress. These profiles may aid educators to inform personalised support strategies for novice learners.

Exploring learning analytics and motivated strategies for learning questionnaire (MSLQ) to understand pharmacy students’ learning profiles, motivation and strategies post-COVID

Background: First-year pharmacy students experienced on-site education after three years of studying online in isolation. Objectives: This study aimed to analyse newly enrolled first-year pharmacy students’ learning profiles using learning analytics from YouTube, and further understand their motivation and learning strategy during the transition period. Method: Learning Analytics (LA) were retrieved from YouTube analytics on instructor-generated videos. Students’ motivation and learning strategies were acquired using the Motivated Strategies for Learning Questionnaire (MSLQ) with a seven-point Likert score distributed online using Google Forms. Data were analysed using SPSS, and interview sessions were conducted with some of the students. Results: The LA showed most students referred to the instructor-generated video during study week. Students avoided the tutorial video with a view ratio lower than 1.0. This result correlated with the lower metacognitive mean compared to the cognitive level in the MSLQ analysis. Dependant on extrinsic components has increased their anxiety level. The peer learning scored higher than the help-seeking and was confirmed through interviews. Conclusion: This study offers insights into students learning motivation and strategies. Well-designed instructional learning activities may help in improving their problem-solving skills to boost their motivation. The teacher-student relationship may need more effort to build.

Nursing students’ critical thinking and associated factors in Vietnam: A multicenter cross-sectional study

AimsThis study aimed to evaluate the critical thinking abilities of senior nursing students in Vietnam and determine factors associated with their critical thinking disposition and skills. BackgroundAssessing critical thinking competence is crucial for determining senior nursing students' preparedness for entering the healthcare workforce and can be used to examine current nursing education's ability to cultivate nursing students’ critical thinking. However, little research was found on critical thinking among Vietnamese nursing students. DesignA multicenter cross-sectional research design. MethodsA convenience sample of 533 senior nursing students from six universities in Vietnam participated in this study. All participants completed the online questionnaires, including basic information, a subscale of the Motivated Strategy for Learning Questionnaire (MSLQ), Critical Thinking Disposition Scale (CTDS), and Critical Thinking Self-Assessment Scale (CTSAS). ResultsThe mean score for the CTDS was 42.81 (standard deviation (SD) = 5.29), while the mean score for the CTSAS was 168.29 (SD = 44.43). Results of the multiple linear-regression analysis showed that an increase in self-study hours per day (B = 0.41, p = 0.007), higher self-efficacy in learning and performance (B = 0.26, p < 0.001), and a more-supportive environment (B = 0.97, p < 0.001) were predictors of critical thinking disposition. Moreover, an increase in self-study hours per day (B = 4.09, p = 0.001), higher self-efficacy in learning and performance (B = 2.65, p < 0.001), a more-supportive environment (B = 7.74, p < 0.001), and more experience with research (B = 7.03, p = 0.03) were predictors of critical thinking skills. ConclusionsThis study revealed that senior nursing students in Vietnam possess a moderate level of critical thinking abilities. Those students who dedicate more hours to self-study, demonstrate higher self-efficacy in learning and performance, experience a supportive environment, and engage in more research activities exhibit better critical thinking disposition and skills. The findings highlight the ongoing need to enhance critical thinking disposition and skills of nursing students in Vietnam. It is suggested that nursing faculty members should develop the appropriate strategies to improve nursing students’ critical thinking disposition and skills.

The Correlation Between Cognitive Flexibility and Learning Strategies Adopted by Medical Students.

Background and objective The term cognitive flexibility refers to the ability of the students to adapt to a challenging environment. This quality has been found to enhance creativity and skills for innovation among medical students who are expected to face a taxing environment in clinical settings. Medical students should be competent enough to address the problems on their own and work with autonomy. The practice of self-regulated learning (SRL) can be associated with cognitive flexibility. Hence, this study aimedto determine the correlation between learning strategies and cognitive flexibility. Our primary objective was to correlate the different learning strategies adopted and cognitive flexibility among medical students. Material and methods This descriptive cross-sectional study was conducted at Sri Venkateshwaraa Medical College Hospital and Research Center, Ariyur, Pondicherry after obtaining institutional ethical committee approval. Students from the second year to the final year of the MBBS course who volunteered to participate in the study were selected based on inclusion and exclusion criteria. The Motivated Strategy for Learning Questionnaire (MSLQ), consisting of 50 items in Part B, was employed to assess SRL. Cognitive flexibility was measured using the Stroop Color and Word Test(SCWT)and Trail Making Test(TMT) Part A and Part B. Results The study included a total of 220 medical students. The mean age of the participants was 21.76 ± 1.77 years, and they had a healthy mean BMI of 21.06 ± 1.25 kg/m2. There was no significantdifference in terms of gender in the tested variables. Responses in Card "C" and Card "CW" of the Stroop test showed a significant positive correlation (p<0.001) with subscales of SRL strategies. In the TMT, the latency of Trail A showed a significant negative correlation (p<0.001) with all the subscale scores of the SRL strategies, and the latency of Trail B showed a negative correlation with rehearsal (p=0.03), organization (p=0.03), and effort regulation strategies (p=0.01) of SRL. Conclusion Implementing SRL techniques can ultimately help medical students to act more wisely and judiciously. Hence, we propose that cognitive flexibility among medical students can be enhanced by adopting SRL strategies.

The Effect of Gamification on Math Achievement, Motivation, and Learning Strategies in Flipped Classrooms

The aim of this research is to examine the effect of the gamification elements usage in the flipped classroom model on students’ academic success, motivation, and learning strategies in the 9th grade mathematics course clusters subject. The method of the study is a quasi-experimental research design with a pretest/post-test control group. The sample of the study comprises 38 vocational high school students who attend 9th grade. The experimental process was conducted for five weeks in the mathematics lesson on “Clusters.” Motivated Strategies for Learning Questionnaire (MSLQ) and achievement tests were used as data collection tools. According to the results of the research, while gamification did not make a significant difference in academic achievement and motivation, it caused a significant difference in the elaboration and peer learning dimensions of the learning strategies scale. Although this is not reflected in academic success in the research, it is considered to contribute positively to student performance. In addition, taking the group as the basis instead of the individual in the design of gamification is thought to prevent negativities, such as anxiety and jealousy, that may develop because of gamification, as well as contribute positively to student performance.

Medical education environment perception and learning engagement in undergraduate nursing students: The mediating effect of self-regulated learning ability

AimTo investigate the interrelationships of medical education environment perception, learning engagement and self-regulated learning ability among Chinese undergraduate nursing students. BackgroundAfter the outbreak of COVID-19, great changes have taken place in the medical education environment, many offline teaching and academic activities have been replaced by online activities. Students’ learning engagement influences the efficiency of online learning. However, the mediating effect of self-regulated learning (SRL) ability between medical education environment perception and learning engagement is unclear. DesignThis study involved a cross-sectional descriptive correlational research. MethodsA total of 228 undergraduatenursing students who were attending online learning were included in this study.This investigation adopted Dundee Ready Educational Environment Measure scale (DREEM), Motivated Strategies for Learning Questionnaire (MSLQ) and Utrecht Work Engagement Scale-Student scale (UWES-S) to respectively know about the levels of medical education environment perception, self-regulating and learning engagement. The structural equation model and bootstrap method were used to clarify the association and interaction among the three variables. ResultsThe scores of nursing students' medical education environment perception, SRL ability and learning engagement were 135.64 ± 15.12, 161.39 ± 22.57 and 68.01 ± 11.77, respectively. Perception of medical education environment directly affects learning engagement (β = 0.556, P < 0.001). SRL ability partially mediated the effect of medical environment perception on learning engagement (x2/df = 1.427, RMSEA = 0.043, GFI = 0.962, NFI = 0.954, TLI = 0.980, CFI = 0.986), and the variance was 30.8 %. ConclusionSRL ability plays a mediating role between medical education environment perception and learning engagement. Nursing educators should continuously optimize the online education environment, such as designing intelligent teaching platform or software, adopting interactive teaching methods, strengthening professional value education and encouraging peer learning, so as to meet the requirements of nursing students' learning engagement in the new medical education environment.

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.

The Use of Creative Projects for the Enhancement of Primary School Students' Learning Motivation

This study aimed to investigate the impact of the creative projects method on the motivation of primary school students. The research employed a combination of semi-structured interviews and surveys, utilizing the Torrance Tests of Creative Thinking (TTCT)and the Motivated Strategies for Learning Questionnaire (MSLQ). Data analysis included mathematical techniques, Pearson's test, Cohen's kappa, and Cronbach's alpha coefficients. Results revealed that nearly half of the teachers surveyed did not employ thecreative projects method in primary school, citing concerns about students' readiness. However, teachers utilizing this approach reported positive effects on students' cognitive engagement in the classroom. The study confirmed that the creative projects method led to increased levels of creativity and heightened learning motivation among primary school students. Notably, there was an average academic performance improvement of 6% observed among third-grade pupils over a six-month period. Consequently, the creative projects method significantly enhances student activity, fosters creativity, stimulates motivation, and improves academic success. Future research should expand on the influence of this method on motivation across all educational grade levels.

Contributions of motivational components to L2 achievement through the mediation of learning strategies

This study investigated the relationships among intrinsic and extrinsic motivation, learning strategies, and second/foreign language (L2) achievement. A self-report questionnaire of the Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 291 university students learning English in Korea to collect data about motivation and learning strategies, and L2 achievement was determined by the grade of an English reading course. The results of data analysis using the Pearson product moment correlation and structural equation modeling (SEM) were as follows: first, the correlations among intrinsic motivation, extrinsic motivation, self-efficacy, learning strategies, and achievement were all significant, with intrinsic motivation and self-efficacy the highest and intrinsic motivation and extrinsic motivation the lowest correlations. Second, the model (Model 4) explaining the contributions of extrinsic motivation and self-efficacy to achievement mediated by learning strategies fit the current data better than other competing models (Models 1, 2, and 3). Third, significant direct effects of extrinsic motivation and learning strategies on achievement were found, whereas a significant indirect effect of self-efficacy on achievement by way of learning strategies was detected. The implications of these findings were discussed in terms of the contributions of extrinsic motivation, self-efficacy, and learning strategy use to L2 achievement, followed by future study areas to shed further light on relations among motivational components, learning strategies, and L2 achievement.

Using Achievement Goal Orientation and Self-Regulated Learning Strategy as Predictors of Academic Achievement in English Language Among the Secondary School Students’ in Anambra State, Nigeria

Students’ achievement goal orientation and self-regulated learning strategies are strong indicators and facilitators of proactive learning. The study aimed to examine students’ achievement goal orientation, self-regulated learning strategy in predicting academic achievement in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a predictive correlational design. The population of the study comprised of 21,204 SS II students from which a sample of 630 was drawn. Multi-stage procedure was used to select the sample. Two standardized research instruments namely; Achievement Goal Orientation Questionnaire (AGOQ), and Motivated Strategies for Learning Questionnaire (MSLQ), as well as scores from students’ promotional examination were used for data collection. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability indices of 0.73, for mastery-approach, 0.71, for mastery- avoidance, 0.82, for performance-approach, 0.76, for performance-avoidance, 0.72 for work- avoidance, 0.64 for monitoring, 0.73 for planning, and 0.68 for self-regulating activity respectively were obtained. The overall reliability coefficient was 0.71 which shows that the instrument was reliable and good for the study. The standard multiple regression was used to analyze the collected data. The t-test for r, F-test and test of significance for ?, were used to test hypotheses at .05 level of significance. Findings showed that students’ achievement goal orientation and self-regulated learning scores yielded an adjusted R squared of .025. This implies that predictors accounted for about 2.5% of the variance scores in academic achievement in English language. Findings also revealed that the proportion of variance in academic achievement scores in English language explained by achievement goal orientation and self-regulated learning scores is statistically significant. Finally, it was recommended.

IguideME

Personalized feedback is important for the learning process, but it is time consuming and particularly problematic in large-scale courses. While automatic feedback may help for self-regulated learning, not all forms of feedback are effective. Social comparison offers powerful feedback but is often loosely designed. We propose that intertwining meaningful feedback with well-designed peer comparison using a learning analytics dashboard provides a solution. Third-year bachelor students were randomly assigned to have access to the learning analytics dashboard IguideME (treatment, n=31) or no access (control, n=31). Dashboard users were asked to indicate their desired grade, which was used to construct peer-comparison groups. Personalized peer-comparison feedback was provided via the dashboard. The effects were studied using quantitative and qualitative data, including the Motivated Strategies for Learning Questionnaire (MSLQ) and the Achievement Goal Questionnaire (AGQ). Compared to the control group, the treatment group achieved higher scores for the MSLQ components “metacognitive self-regulation” and “peer learning,” and for the AGQ component “other-approach” (do better than others). The treatment group performed better on reading assignments and achieved higher grades for high-level Bloom exam questions. These data support the hypothesis that personalized peer-comparison feedback can be used to improve self-regulated learning and academic achievement.

Validity and reliability of the Persian version of modified motivated strategies for learning questionnaire: a methodological study among medical students

BackgroundMedical undergraduates need to improve their techniques for learning in the different settings of learning in clinical rotations. Reflective learning, in which a person can learn from their experiences, is among the most well-known learning skills. In this study, we aim to translate the newly developed modified form of the motivated strategies for learning questionnaire (MSLQ) to Persian and evaluate its reliability and validity among medical students.MethodsThis study was performed on medical students in clinical stages at the Shiraz University of Medical Science in 2022. The modified MSLQ questionnaire was used in this study which is a 32-item tool measuring different aspects of self-reflecting, including self-orientation, feedback-seeking, critical thinking, and self-regulation. This questionnaire was translated into Persian properly. Cronbach’s alpha and confirmatory factor analysis were used to ascertain the reliability and validity of the tool.ResultsA total of 325 medical students consisting of 174 men and 151 women with an average age of 23.79 (± 2.21) were enrolled. Path diagrams of confirmatory factor analysis for both standardized regression coefficients and t-values and all the fitness indicators were in favor of the proper validation of the translated version. The overall Cronbach’s alpha for the questionnaire was 0.9, and the value for each of four subscales was above 0.7.ConclusionsOur study showed that the Persian-translated version of the modified MSLQ is valid and reliable without taking too much time and effort to implement. We recommend that the developed tool be distributed to medical students from other Iran universities.