MSLQ-UY, validación con estudiantes universitarios uruguayos

Curione, Karina

doi:10.35670/1667-4545.v17.n2.18716

Cited by 9 publications

(10 citation statements)

References 19 publications

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“…Evidence shows a connection between the students' motivations and the use of cognitive, metacognitive, and resource control strategies. In general terms, the results are coherent with the findings of Pintrich and De Groot (1990) and other regional studies involving Uruguayan and Argentinian university students (Curione, 2017;Curione, 2018;Rinaudo et al, 2003).…”

Section: Discussionsupporting

confidence: 89%

“…The instrument mentioned above was previously validated in two parts. On the one hand, the abridged version of the MSLQ-UY Motivational Section was validated with Uruguayan university students by Curione, et al, (2017). Furthermore, the full version of the Learning Strategies Section was also validated (Curione, et al, 2019); see Table 1.…”

Section: Methodological Designmentioning

confidence: 99%

“…Original: Pintrich & De Groot (1990) Validation: Curione et al (2017) Learning Strategies Section Consists of 50 items distributed into nine dimensions:…”

Section: Uruguayan Validation Of the Abridged Mslq (Mslq-uy)mentioning

confidence: 99%

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Self-regulation and Learning Strategies of Beginner and Advanced University Students

Belletti

Vaillant

2022

Cuad. Investig. Educ.

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The authors analyze the self-regulation learning processes of university students from a degree in the area of computer systems in a private University in Uruguay. An analysis is made of the main features that characterize self-regulation processes drawn from a quant-qual investigation based on a pre-existing questionnaire adapted to this particular context. Such is the Motivated Strategies for Learning Questionnaire (MSLQ), which was administered to 187 students; semi-structured interviews were also carried out to 10 students. Among the most important results of the study, it is worth emphasizing the high level of intrinsic and extrinsic motivation and the diversity in the self-regulation learning strategies used by beginner and advanced students. Concerning the cognitive strategies, students mainly use deep information-processing strategies. Some of the self-regulation processes are developed in keeping with the beginner and advanced students' academic progress.

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Section: Discussionsupporting

confidence: 89%

Section: Methodological Designmentioning

confidence: 99%

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Self-regulation and Learning Strategies of Beginner and Advanced University Students

Belletti

Vaillant

2022

Cuad. Investig. Educ.

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“…This instrument has been used in about 150 research papers [22]. Its validity has been stated in diverse contexts using Turkish high school students [23], Uruguayan students of psychology [24], Mexican university students [25], and Hong Kong high school students [26].…”

Section: Aims and Predictionsmentioning

confidence: 99%

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

2020

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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.

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“…Evalúa componentes de la motivación y del aprendizaje autorregulado. Se elige el bloque de motivación de la adaptación uruguaya (mslq-uy), realizada por Curione et al (2017). El bloque administrado incluye las subescalas de autoeficacia, valor intrínseco y ansiedad ante las pruebas.…”

Section: Instrumentosunclassified

Adaptación de una escala de procrastinación académica para adolescentes de educación secundaria

Seferian

Carbajal-Arregui

2020

Av. Psicol. Latinoam.

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Las dinámicas adolescentes y las exigencias de la educación secundaria vuelven pertinente la investigación sobre procrastinación, tan extendida y estudiada en universitarios. El objetivo del presente estudio es adaptar y validar la Tuckman Procrastination Scale (TPS) en una muestra de 211 estudiantes de educación media superior, integrada por 125 mujeres (59%) y 86 hombres (41 %), entre los 15 (45 %) y 16 (54 %) años. La escala presentó adecuada consistencia interna. Se obtuvo evidencia sobre la validez de constructo a partir del análisis factorial confirmatorio. Su validez predictiva se apoya en las correlaciones significativas y negativas con rendimiento académico, autoeficacia, valor intrínseco, y la positiva, con ansiedad ante las pruebas. Estos resultados avalan la validez de la interpretación de las puntuaciones obtenidas con la escala tps para esta muestra de adolescentes, lo que permitirá avanzar en la descripción y explicación del fenómeno de procrastinación académica en esta población.

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MSLQ-UY, validación con estudiantes universitarios uruguayos

Cited by 9 publications

References 19 publications

Self-regulation and Learning Strategies of Beginner and Advanced University Students

Self-regulation and Learning Strategies of Beginner and Advanced University Students

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

Adaptación de una escala de procrastinación académica para adolescentes de educación secundaria

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