The Making of the Motivated Strategies for Learning Questionnaire

Duncan, Teresa; McKeachie, Wilbert J.

doi:10.1207/s15326985ep4002_6

Cited by 721 publications

(587 citation statements)

References 69 publications

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“…MLSQ upitnik smatra se jednim od najboljih i najčešćih upitnika za mjerenje učeničke motivacije. Preveden je na više od 20 jezika te je prošao kroz formalnu procjenu valjanosti i pouzdanosti na tri svjetska jezika (Duncan i McKeachie, 2005). Mnoga istraživanja potvrđuju valjanost i pouzdanost MLSQ podskala (Pintrich i sur., 1991), a pojedine su skale ovog upitnika upotrijebljene i u našim istraživanjima (Šimić Šašić, 2008;Mujagić, 2008;Burić, 2010).…”

Section: Procesne Varijable I Instrumentiunclassified

Exploring the Relationship Between Perceptions of Teaching Quality, Some Motivational Beliefs and Students' Achievement and Satisfaction

Marinović

2014

Drustvena istrazivanja

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Cilj ovoga istraživanja bio je ispitati odnose između nekih općih aspekata studiranja, studentskoga doživljaja kvalitete poučavanja, nekih motivacijskih vjerovanja te studentskoga dostignuća i zadovoljstva te utvrditi zasebne doprinose pojedinih grupa prediktora u objašnjavanju studentskoga dostignuća i zadovoljstva. Brojni autori sugeriraju da studentske percepcije akademskoga konteksta imaju ključnu ulogu u oblikovanju studentskog učenja, jer na temelju njih studenti formiraju motivacijska vjerovanja koja određuju načine učenja i vode prema ishodima učenja. U ispitivanju je sudjelovao 267 studenata, koji su uz opće podatke o studiranju procjenjivali i svoj doživljaj kvalitete kolegija, neke motivacijske aspekte i zadovoljstvo kolegijem. Rezultati su pokazali da je uspjeh studenata blisko povezan s gotovo svim motivacijskim vjerovanjima i sa svim faktorima percepcije kvalitete poučavanja. Hijerarhijskim višestrukim regresijskim analizama utvrđeno je da sve grupe varijabli značajno pridonose objašnjavanju studentskoga dostignuća i zadovoljstva. Ovi nalazi sugeriraju da su percepcije kvalitete kolegija, kao i neka motivacijska vjerovanja, važni prediktori studentskih ishoda učenja.

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Section: Procesne Varijable I Instrumentiunclassified

Exploring the Relationship Between Perceptions of Teaching Quality, Some Motivational Beliefs and Students' Achievement and Satisfaction

Marinović

2014

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“…To this end, Motivated Strategies for Learning Questionnaire (MSLQ) was used. As stated by Duncan and McKeachie (2005), this questionnaire was developed by McKeachie and Pintrich in 1986 to evaluate students' learning motivation. Several studies revealed that MSLQ is a valid and reliable instrument (Barker & Olsen, 2002).…”

Section: Instruments and Materialsmentioning

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The effect of an integrated approach to teaching literature on EFL learners’ motivation and attitude

Amirani¹,

Tahriri²,

Barekat³

2016

IJRSLL

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This study reports on an investigation into the motivation and attitudes of Iranian EFL learners towards an integrated approach to teaching literature that was a blend of three models, i.e., language model, cultural model, and personal growth model. To this end, the study was carried out among 40 female EFL learners of intermediate level with 12 hours of instruction in a language center in Rasht, Iran. The participants were randomly assigned into two groups, namely an experimental and a control group. In the experimental group, the suggested integrated approach was utilized whereas the method used for the control group was based on the lecture-based one. A pre-test post-test control group design was followed and the data were collected through attitude and motivation questionnaires. The results revealed that both groups improved in terms of their motivation, of which the magnitude for the experimental group was higher. In addition, the participants in the experimental group held very positive attitudes towards the integrated approach and literature overall and they favored the integrated approach more than that of the control group. The findings shed some light on why and how to teach English literature in EFL classes and provide some recommendations for students, teachers, policy makers, and syllabus designers in order to move from traditional approaches to more innovative ways of teaching literature.

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“…The ordered categories are simply scored with successive integers and a students' response is taken as the sum of the scores of all statements of the instruments. The reliability estimates of affective towards learning mathematics were reliable as the reported coefficient alpha was 0.92 (Duncan & McKeachie, 2005). …”

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confidence: 94%

Exploring Motivational Factors and Self-Regulated Learning Strategies as Predictors of Students’ Anxiety in Mathematics Learning

Kaphesi¹

2017

UCER-A

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Learning is a complex process that involves interaction of factors which are too numerous to count. The purpose of this study is to determine whether motivational factors and self-regulated learning strategies are significant predictors of students' mathematics anxiety in secondary schools in Malawi. The subscales for the motivation investigated in this study were intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning, and anxiety. While the subscales for the self-regulated learning strategies scale are rehearsal, elaboration, organization, critical thinking, self-regulation, time and study environment management, effort regulation, peer-learning, and help-seeking. The study group was comprised of 184 secondary school students.It was found that students' motivational factors and self-regulated learning strategies were significant predictors of students' mathematics anxiety. The findings are useful to educators in the research areas of mathematics education.It is hopeful that the proposed model will become a useful reference for further investigations of factors influencing mathematics anxiety.Keywords: education, mathematics, students' motivational factors, learning strategies, math anxiety Introduction Research indicates that there are many factors influencing self-regulated learning strategies (Pintrich, 2004;Shores & Shannon, 2007;Garcia & Pintrich, 1996). A review of literature on mathematics self-concept, mathematics self-efficacy, beliefs toward mathematics and affective toward mathematics has shown that these variables are closely related to mathematics self-regulated learning strategies (Zimmerman, 2003;. However, the inter-relationships of these variables and their causal effects on each other are still unclear. Much recent research has focused on the various aspects of teaching and investigated how the motivational factors and self-regulated learning strategies influence students' achievement in mathematics (Wolters, 2003;Kurman, 2006). However, there are very few studies on students' predictors of learning behaviours, such as mathematics anxiety.Self-regulated learning strategies, motivational factors, and anxiety are all interrelated and are likely to affect academic self-regulated learning strategies (Eccles & Wigfield, 2002). It is argued that these factors form a complex network that brings about changes in mathematics self-regulated learning strategies (Pintrich, 2004;Garcia & Pintrich, 1996). Therefore, the focus of this study is to clarify the directions and magnitude of the Elias Kaphesi, Dr, senior lecturer, Mathematics and Statistics Department, University of Malawi-The Polytechnic. relationships between these variables among students of secondary mathematics. In doing so, a path model is created to explain the relationships between motivational factors, self-regulated learning strategies, and mathematics anxiety.Motivational factors are more complex than the additive effects of student ability, perceived competence and se...

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The Making of the Motivated Strategies for Learning Questionnaire

Cited by 721 publications

References 69 publications

Exploring the Relationship Between Perceptions of Teaching Quality, Some Motivational Beliefs and Students' Achievement and Satisfaction

Exploring the Relationship Between Perceptions of Teaching Quality, Some Motivational Beliefs and Students' Achievement and Satisfaction

The effect of an integrated approach to teaching literature on EFL learners’ motivation and attitude

Exploring Motivational Factors and Self-Regulated Learning Strategies as Predictors of Students’ Anxiety in Mathematics Learning

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