Motivated Strategies For Learning Questionnaire Research Articles

Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents.

This work adapts and validates the scale of the motivated strategies for learning questionnaire (MSLQ), which is used to measure motivation. For this, an instrumental design was carried out with the purpose of analyzing the psychometric properties of the instrument. The sample consisted of 307 participants enrolled in compulsory secondary education. Reliability with fit indices were good in model B (proposed) with composite reliability, global reliability index, and Cronbach’s alpha. The original model (A) presented small problems that had to be adjusted when carrying out the translation. We concluded that adaptation and subsequent validation of the MSLQ instrument into a Spanish context was positive. In this sense, adequate adjustment rates have been achieved. However, in its contextual adequacy, the need arises to modify the presentation of the items alluding to intrinsic motivation due to the difficulty of measuring such a construct. Among the implications reached in this study is the possibility of having a validated instrument for the Spanish adolescent context to measure motivation on educational aspects. Furthermore, this tool can serve as the basis for the design of other instruments that measure this construct in other age ranges.

Effect of Achievement Emotion Regulation Training Package on Negative Emotions and Learning Strategies Among Female High School Students

Background: Given the importance of emotions, the present study was conducted to investigate the effectiveness of achievement emotion regulation training package on negative emotions and self-regulation learning strategies (cognitive and metacognitive) among female high school students. Methods: The research method was semi-experimental with pre-test, post-test, and follow-up for two months relative to the control group. The statistical population included female high school students in Tehran in the academic year 2017-2018. A sample size of 50 cases (25 students in each group) was selected using multi-stage random cluster sampling. The experimental group learned how to regulate their achievement emotions in twelve 120-min sessions for two months. The Achievement Emotions Questionnaire (AEQ) and Motivated Strategies Learning Questionnaire (MSLQ) were used. Raw data analysis was performed using SPSS V. 22 and an Analysis of Covariance (ANCOVA). Results: The results showed that regulation of achievement emotions caused a decrease in negative emotions (93.7%) and an increase in the use of cognitive/metacognitive strategies (53.6%) among experimental group members (P<0.001), while these results approximately did not change in the follow-up phase regarding negative emotions reduction (93.5%) and the increased use of cognitive/metacognitive strategies (52.6%). Conclusion: The effectiveness of the discussed package was proved in the reduction of negative emotions.

Motivation and Learning Strategies: Student Motivation Affects Student Learning Strategies

<p style="text-align:justify">Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.</p>

A Novel Method to Measure Self-Regulated Learning Based on Social Media

Self-Regulated Learning (SRL) draws many scholars' attention because of the fast proliferation of the quantity of information available to students and the advancements in educational technologies. This paper targets introducing a new approach to measure higher education students' adoption of Self-Regulated Learning (SRL) strategies. The most common way to measure SRL is using very large or limited questionnaires, usually at the beginning of the term. The proposed approach is based on the administration of questions in small chunks over the term taking advantage of social media platforms (particularly Facebook). The paper describes the contents and procedures of the novel approach and compares it against the well-known Motivated Strategies for Learning Questionnaire (MSLQ). Firstly, the MSLQ was applied for initial data gathering (number of participants=344). Secondly, the new approach was administered via two Facebook groups voluntarily (number of participants=170). The study included students from diverse disciplines in different academic years. The findings show some differences between both instruments and reveal that the administration of questions in small chunks along the term leads to more reliable and internally consistent results (according to Cronbach's coefficient values) and less affected by gender difference. Furthermore, SRL measurement in the novel approach takes place over an extended period, introducing some variations in the students' answers. The results of a satisfaction questionnaire and interviews with non-active participants indicate the positive role of social media in enhancing students' participation and emphasize the need for timely feedback to enhance the participation of students.

The Relation Between Task Value, Test Anxiety and Academic Self-Efficacy: A Moderation Analysis in High School Geography Course

Areas where people utilize exams increase day by day. Learners intensively make an effort to achieve high scores and this process causes them to experience high levels of stress and pressure. The present study explored the moderating effect of self-efficacy beliefs in the relationship between task value and test anxiety. The research was conducted in two public high schools in Denizli (Turkey) with 729 students. 368 participants (50.5 %) were male and 361 (49.5 %) were female. Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al. and adapted to Turkish by Karadeniz et al. was used as the data collection tool in the study. Pearson correlation coefficients were calculated in order to identify the relationship between variables. Additionally, multiple regression analyses were conducted to determine the regulating effect of self-sufficiency beliefs. The results indicated the moderating effect of self-efficacy beliefs in the relationship between task value and test anxiety. The higher self-efficacy beliefs students had, the less test anxiety they perceived. Therefore, students should be supported in a way that they can have complete, successful, and the right kind of experiences which will allow them to increase their perceptions of self-efficacy. The implications of research are discussed in light of the literature and a number of suggestions have been proposed accordingly.

USING LMS FOR BEYOND SCHOOL CONNECTIVITY AND SELF-REGULATION OF LEARNING: A CASE STUDY OF EDOPIA

Self- regulated learning skills (SRL) are deemed essential for survival in the 21st century and should bedeveloped among students by providing the opportunities of beyond school connectivity (Broadbent 2018;Uzun & Uz, 2017). The current study is a case study of Edopia School, utilizing the Learning Management System(LMS) and face-to-face interaction in an aim to develop SRL skills among students. Therefore, this researchwas conducted to find out the level of the SRL skills among the students and record their views about theprovision of LMS for beyond school connectivity and its role in the development of SRL skills. MotivatedStrategies for Learning Questionnaire (MSLQ) was administered to assess the level of SRL skills followed byfocus group discussions to gather views of the students. It was found that LMS helped the learners indeveloping SRL skills with a mean score of 5.45, 5.7, and 5.5 on three components of MSLQ. During the focusgroup, discussion students highlighted the learning environment of the school, student-teacher ratio, andparental involvement as motivating factors for the development of SRL skills.

The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor

This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.

The relationship between self-regulated learning and learning motivation with metacognitive skills in biology subject

The latest learning in the 21st century requires learners to master various competencies to support their learning process and achieve the expected learning goals. This study aims to determine the relationship between self-regulated learning and learning motivation with metacognitive skills. The research was conducted in May 2020 at SMAN 1 of Tasikmalaya. The research used a quantitative approach to explore the correlation among variables observed involving a population of 177 students of class XI MIPA 1- XI MIPA 5 in academic year 2019/2020. The samples were 43 students selected using simple random sampling technique. Metacognitive Awareness Inventory (MAI) questionnaire adapted from Schraw & Dennison and Motivated Strategies for Learning Questionnaire (MSLQ) adapted from Pintrich & De Groot were used to collect the data. MAI is used to measure metacognitive skills, while MSLQ is used to measure self-regulated learning and learning motivation. MLSQ is a validated isntrumen, while MAI is tested for validity first and the results are valid. The analysis technique used was multiple linear regression tests. The results show that the correlation coefficient (R) was 0.747 and the coefficient of determination (R2) was 0.558. The contribution of self-regulated learning and learning motivation to metacognitive skills amounted to 55.8%.

The Relationship between Information Literacy, Motivated Strategies for Learning with Self-directed Learning Readiness

Abstract Introduction: Although several studies have been conducted about self-directed learning readiness, it seems that in Iran there has been no research on the relationship between information literacy, motivated strategies for learning with self-directed learning readiness. The purpose of this study was to investigate the relationship between information literacy and motivated strategies for learning, and students’ self-directed learning readiness. Method: This research was a descriptive correlational study. For this purpose, 335 students were selected using convenience sampling method. To collect data, the Information Literacy Questionnaire (ILQ), Motivated Strategies for Learning Questionnaire (MSLQ) and Self-Directed Learning Readiness Scale (SDLRS) were used. The SPSS, Pearson correlation coefficient, and multiple regression analysis were applied to analyze the data. Results: The findings showed that information literacy, motivated studying and learning strategies, and their components, except formetacognitiveself-regulation, had a significant relationship with self-directed learning readiness. Also, the results of multiple regression analysis revealed that approximately 39 percent of students' self-directed learning readiness variance is predictable based on motivated strategies for learning. The coefficients of the regression model showed that information exchange was significantly involved in predicting self-directed learning readiness among the components of information literacy. Conclusion: It can be concluded that information literacy, motivated strategies for learning are the variables associated with self-directed learning readiness. It is necessary to focus on cognitive skills for improving self-directed learning readness in education system.

SUSTAINING ARABIC LANGUAGE LEARNING STRATEGIES THROUGH EFFECTIVE TEACHING AND MOTIVATION

Arabic language is a challenging subject yet worth to learn it. As for non-Arab students, it is difficult for them to learn Arabic language without support such as self-determination and effective instruction especially those who are not a native speaker. The study aimed to determine the way to sustain Arabic language learning among secondary school students through motivation and teaching effectiveness. A simple model consisted teaching effectiveness, motivational beliefs and self-regulated learning also shown to explained the result. This study uses quantitative design through survey method. A total of 542 non-Arab students from several secondary schools in Malaysia were selected using stratified random sampling techniques. Students’ Evaluation of Teaching Effectiveness Rating Scale (SETERS) and Motivational Strategies for Learning Questionnaire (MSLQ) through Motivational Beliefs Scale and Self-Regulated Learning Strategies Scale were used as an instruments. A multiple and hierarchical regression was conducted for data analysis. Furthermore, a structural equation model also derived to strengthen the result by showing an indexes fitting the model. The findings showed that teaching effectiveness and motivational beliefs significantly influence self-regulated learning in Arabic language learning. The best predictor for self-regulated learning is the intrinsic value, test anxiety, self-efficacy and teachers’ delivery of subject information. The findings also show how self-regulated learning can improve and empower the Arabic language learning in Malaysia. This study has indicated an important implication for teachers to improvising teaching methods and for students to motivate them-self in order to catalyze self-regulated learning to improve Arabic language performance.

Strategy and Learning Motivation of Students in Education Management Major

Students who have good motivation will not do things that are prohibited or that are not justified. Even they try to do their best and do various ways to be able to improve their knowledge both in the area of campus and outside of campus. However, not all students have either intrinsic or extrinsic encouragement. This study is aimed to find out and describe the forms of motivation, learning strategies, and factors that influence student's motivation in learning at the Department of Education Management. The research method is mixed-methods. Quantitative data is the instrument Motivated Strategies for Learning Questionnaire (MSLQ). This questionnaire was given to 100 samples, which were students in the Department of Education. Qualitative data were collected through semi-structured model interviews with several students. The results show that the forms of students' motivation in the Department of Education are intrinsic and extrinsic motivation. Students' learning strategies cover practice, elaboration, organization, critical thinking, self-regulation, learning time and place, learning arrangements, group learning, and seeking assistance. Then, the factors that influence students' motivation and learning strategies are intrinsic and extrinsic encouragement. Besides, factors influencing learning strategies and motivation are learning media, learning resources, timing and place of learning, grades and achievement index, understanding material repeatedly, cooperation both positive and negative in completing the task, and discussion.

Inter-Relations among Motivation, Self-Perceived Use of Strategies and Academic Achievement in Science: A Study with Spanish Secondary School Students

The relationship between motivation and the use of learning strategies is a focus of research in order to improve students’ learning. Meaningful learning requires a learner’s personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students’ motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students’ science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7–11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students’ science achievement; (2) students’ motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students’ performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the strongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students’ self-efficacy in science, in line with previous studies.

Metacognitive Skills of Students in a Mathematics Class with Supplemental Instruction and Online Homework

Improving students’ performance in Calculus is a challenge for many colleges and universities. One way of improving students' performance as well as their metacognition and study skills is to provide opportunities for them to receive support outside of the lecture. A modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) was used to reveal any significant differences in metacognition and study strategies between students in a class with supplemental instruction with peer tutors and a dynamic online homework software (WebAssign), and students in a traditional class without these additional supports. Surveys and interviews were utilized to provide anecdotal evidence on the influence of WebAssign and supplemental instruction sessions on study skills and metacognition and whether students preferred WebAssign to traditional homework. Overall, the study showed no significant difference between the two groups in seven out of eight sub-scales of metacognitive skills and study strategies. Students reported that the supplemental instruction sessions and the WebAssign software were beneficial to their success.

METACOGNITIVE AWARENESS AND SELF-EFFICACY: DO THEY CONTRIBUTE TO INDONESIAN EFL STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT?

Purpose of the Study: This study examines the correlation between metacognitive awareness, listening self-efficacy, and listening comprehension achievement of Islamic secondary school students in Indonesia.
 Methodology: To obtain the data on students’ metacognitive awareness, Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Inventory (MAI) was used. Data on students’ self-efficacy was gained using the simplified version of Rahimi and Abedini’s (2009) self-efficacy questionnaire (SEQ), The Morgan-Jinks Student Efficacy Scale (MSES), and Motivated Strategies for Learning Questionnaire (MSLQ). Meanwhile, students’ listening comprehension achievement was measured using the TOEFL Junior Test from Educational Testing Service. A total of 264 learners involved in this study.
 Main Findings: The result of correlational analysis using Kendall Tau-b formula revealed that 1) there was no significant contribution of learners’ metacognitive awareness toward their listening comprehension achievement, 2) students’ listening self-efficacy has a very low correlation with their listening comprehension achievement, and 3) simultaneously, students’ metacognitive awareness and their self-efficacy showed a very low reciprocal relationship with their listening comprehension.
 Applications of the study: This study is relevant to senior secondary education in the Indonesian context in which English is the first foreign language. More specifically, it is relevant to schools whose students are multilingual and come from different backgrounds both economically and geographically.
 Novelty/Originality of this study: Unlike other studies in a similar context that measures the general English academic achievement, this study focuses on a specific skill, listening comprehension. In addition, it uses two variables (metacognitive awareness and self-efficacy) outright as the predictors of students’ listening comprehension achievement.

Does negative teacher behavior influence student self-efficacy and mastery goal orientation?

In a hierarchical society such as India’s, negative teacher behaviors are often part of the routine. However, there is a gap in the literature investigating the influence of negative teacher behaviors (specifically admonishing and dissatisfied behaviors) on students’ mastery goal orientation (MGO) and self-efficacy for learning which are important for student success. Accordingly, we examined these associations in Indian middle schoolers (N = 6423) after controlling for prior year outcomes and demographics. The data were collected through paper and pencil-based surveys at the beginning and the end of the 2015−16 academic session. Teacher behavior was measured using the Questionnaire on Teacher Interaction (QTI) whereas self-efficacy and MGO were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). The analysis involved structural equation modelling of admonishing and dissatisfaction behaviors and student self-efficacy and MGO where we controlled for students’ prior outcomes and demographics. The independent variables collectively explained 27.4 % and 22 % of the variation in MGO and self-efficacy. Higher levels of teachers’ dissatisfied behaviors reduced self-efficacy and MGO within one year. Teachers’ admonishing behavior was linked with lower self-efficacy. Implications for policymakers, administrators and teachers are discussed.

Evaluación de la competencia de aprendizaje autorregulado en función del nivel educativo y el género de alumnado de carreras administrativas

Se investigaron las diferencias existentes en la competencia de aprendizaje autorregulado de estudiantes universitarios en función del grado (2º, 5º, 7º y 9º semestre) y del género. Participaron 251 estudiantes ecuatorianos pertenecientes a cuatro titulaciones de carreras administrativas quienes completaron el MSLQ (Motivated Strategies for Learning Questionnaire) junto con otros datos académicos. Los resultados muestran que el alumnado disminuye su motivación extrínseca a medida que avanza en la carrera; la valoración de las tareas académicas se reduce entre el 2º y el 5º semestre; y la habilidad para gestionar de manera eficaz el tiempo y el espacio de estudio aumenta entre el 7º y el 9º semestre. Respecto del género, las mujeres obtuvieron puntuaciones más altas que los hombres en el uso de estrategias de repaso, la organización significativa de la materia, el manejo eficaz del tiempo y el ambiente de trabajo, de cara a lograr sus metas académicas.

Incorporating verbal defense into problem-based learning

IntroductionThe objective of this project was to evaluate the effect of adjusting the solution reporting phase of problem-based learning (PBL) while keeping core components of the pedagogy constant. MethodsA PBL course for third year pharmacy students changed delivery of the problem solution from a written format to a verbal defense. Comparisons were made between the written format and verbal defense groups. The primary outcome was the change in the motivation domain of the Motivated Strategies for Learning Questionnaire (MSLQ). Secondary outcomes included evaluation of the learning strategies domain of the MSLQ, changes in MSLQ scores within each group, exam scores, and themes identified using focus groups. ResultsThere was no difference in the change of motivation and learning domains between the groups. However, scores in both groups increased significantly from the beginning to the end of the semester for both motivation and learning. There was no difference in exam scores and facilitator confidence between groups. Themes from focus groups who used the written format were appreciation of PBL outcomes, discomfort with the pedagogy, and disconnect of assessments. Themes from the verbal format group were realism, increased confidence, and comments with course logistics. ConclusionsNo difference in motivation and learning was observed between the groups, although both groups improved over the course of the semester. Changes to PBL approach within the confines of the pedagogy may not impact motivation and learning.

An Analysis of Critical Thinking Skills amongst Business Students in Kuwait

Abstract Research Purpose. This article examined critical thinking skills amongst senior-level undergraduate students in a Middle East setting, Kuwait. In addition, the study investigated the gender differences. Methodology. The subjects involved in this study comprised a convenience sample of 90 graduating seniors. The purpose of this study was to assess the impact of two motivational factors on the development of critical thinking skills. The analysis used the specific subsection about critical thinking skills, which is part of the Motivated Strategies for Learning Questionnaire (MSLQ). One factor relates the sense of entitlement that can arise in a welfare state, which heavily subsidises a wide range of things for citizens, including education. We examined differences between citizens and non-citizens, who do not have access to welfare benefits. Findings. The results supported the hypotheses that student groups have different levels of critical thinking skills. We found that expatriate students had more highly developed critical thinking skills than students who were Kuwaiti citizens. We also found that women had more highly developed critical thinking skills than men had. Practical Implications. The welfare state measures undertaken by the government of Kuwait may be counterproductive. The guaranteed employment of its citizens and generous monetary support whilst in school may discourage the development of critical thinking skills. Future research could focus on ways to motivate particular groups (e.g. Kuwaiti men) to enhance their critical thinking skills.

THE INFLUENCE OF SELF-EFFICACY, TASK VALUE, AND GOAL ORIENTATION ON HELP-SEEKING AND ACADEMIC PERFORMANCE

Purpose of the study: This study aimed to investigate the influence of task-value, goal orientation and self-efficacy on the help-seeking of the students, and thereafter on the academic performance.
 Methodology: To carry out research findings, a quantitative survey was applied by employing a self-regulated online learning questionnaire (SOL-Q), and a Motivated Strategies for Learning Questionnaire (MSLQ).A total of 317 university Arabic learners participated in the present study. Analysis of data used SPSS version 22 software. Both descriptive and inferential statistics were used to analyse the data and to examine the relationship among learners’ help-seeking, motivation, and learners’ GPA.
 Main Findings: The results of the present study provide support to the motivational beliefs (SE and TV) predict help-seeking, and students who endorsed high self-efficacy are more likely seeking help from others, and achieve high performance as well.
 Applications of this study: This study will enable faculty management, instructors, and students to better understand the essential role of help-seeking and motivational factors in Arabic language learning.
 Novelty/Originality of this study: The case of Self-Efficacy, Task Value, Goal Orientation, Help-Seeking, and Academic Performance were widely explained by the number of researchers. But there is no recent publication that has explained the influence of Self-Efficacy, Task Value, and Goal Orientation on Help-Seeking within the Arabic learning context.

MEDICAL STUDENTS MOTIVATION AFTER TAKING A POST-TEST IN PROBLEM-BASED LEARNING

Background: Student prior knowledge on the tutorial process (problem-based learning) is different from each batch, which affects the ability to determine the learning issue. Assessment is one of the factors that influence student motivation to learn in the tutorial; increasing students’ motivation is an essential target in PBL. The objective of this study was to determine the effect of applying a post-test at the tutorial on students’ learning motivation of FM UMSU in order to achieve the learning objectives of PBL.Methods: This research was a quantitative study; experimental methods with post-test only control group design. This study measured the students' learning motivation using the Motivated Strategies for Learning Questionnaire (MSLQ). Samples were students of FM UMSU class 2013, divided into two groups randomly. Data were analyzed using the Mann-Whitney test.Results: Assessment should motivate students’ learning. However, in PBL, several factors that affect students’ motivation as well as assessment. Those factors are group dynamics, scenario, and tutor’s performance that should be controlled. The validity and reliability of the assessment are also crucial issues that affect the results.Conclusion: A proper assessment should be able to motivate students to learn. However, in PBL, several factors affect students’ motivation as well as assessment, namely group dynamics, scenario, and tutors’ performance that should be controlled. The assessment itself refers to their validity and reliability so that researchers should consider several issues before constructing the MCQs in PBL, for example, the content, type and timing of the assessment in order to motivate students to study harder by applying a strategic approach.