Using the Motivated Strategies for Learning Questionnaire and the Strategy Inventory for Language Learning in Assessing Motivation and Learning Strategies of Generation 1.5 Korean Immigrant Students

Stoffa, Rosa Cho; Kush, Joseph C.; Heo, Misook

doi:10.1155/2011/491276

Cited by 14 publications

(11 citation statements)

References 37 publications

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“…After collecting data and analysing the results, findings shows that students who contribute and engage actively without expecting any external motivation, with the question-generation activity, are those with strong intrinsic motivation drive. To support the findings of this current study, many studies conducted has also clearly evidenced that one of the principal determinant of success in learning is motivational factor [1].…”

Section: Discussionsupporting

confidence: 85%

“…advantages of integrating technology in classroom primarily to enhance self-regulated and student-centred learning, studies also reported that technology alone are unable to ensure students' success in learning, especially when it comes to other factors that might influence the learning process. Previous research, especially on language learning, has clearly evidenced that one of the principal determinants of success in learning is motivational factor [1].…”

Section: Introductionmentioning

confidence: 99%

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Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation

Sabri¹,

Khalid²,

Li³

2016

IJLLL

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The purpose of this study is to look into and develop a better understanding on how students are motivated to learn through the tasks of creating their own learning content. In this study, students are exposed to question-generation activity, which employed Peer Wise as a platforma web-based application that allows students to create, answer and share multiple choice questions. A self-report instrument were used to measure students motivational construct of intrinsic goal orientation, extrinsic goal orientation, perception of task value and control of learning beliefs and self-efficacy for learning and performance with the students' level of engagement in the question-generation activity. The instrument was adapted from Motivated Strategies for Learning Questionnaire (MSLQ). T-test results indicated that there were significant differences between most-active and least-active contributors in the component of intrinsic goal orientation, perception of task value, and control of learning beliefs; whereby, most-active contributors tends to develop higher motivation drive in the mentioned motivation component. Correlation analysis revealed that the strongest correlation is between intrinsic motivation and the perception of task value between the most-active contributors. The result further revealed that most-active contributors valued the task given, which is to create, share and answer multiple-choice online as important and beneficial as compared to least-active contributors.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation

Sabri¹,

Khalid²,

Li³

2016

IJLLL

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“…He found that "in spite of some inherent uniqueness, L2 learning is similar to other subjects in the school environment and the MSLQ has the potential to be applied to L2-related studies" (p. 259). Stoffa, Kush, and Heo (2011) reported similar findings. Furthermore, they tested the possible overlap between MSLQ and Strategy Inventory for Language Learning (SILL) (Oxford, 1990).…”

Section: Statement Of the Problemsupporting

confidence: 68%

A Confirmatory Factor Analysis of Motivated Self-regulated Learning Questionnaire in an EFL Context

Ayatollahi¹,

Rasekh²,

Tavakoli³

2011

IES

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The Motivated Strategies for Learning Questionnaire (MSLQ) is an instrument for measuring motivation and learning strategies in general education. This instrument is modular, consisting of motivation and learning strategies modules. This study sought to see whether the learning strategies module of this instrument can be applied to the context of English Language Learning (EFL). For this purpose, the instrument was administered to a group of Iranian EFL college students (n=190) as well as a group of Iranian computer science students (n=74). The validity of the learning strategies module of this instrument in the new context was studied by analyzing the factor structure of responses made to it. Confirmatory factor analysis was run to perform a factor analysis of the data. Confirmatory factor analysis revealed identical factor structures for EFL and general education contexts, suggesting that MSLQ is a valid measurement instrument in determining EFL college students' study strategies as well.

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“…It is unknown how this unique experience interplays with students' motivation. Stoffa et al (2011) examined the potential of utilizing the Motivated Strategies for Learning Questionnaire (MSLQ) in measuring students' motivation and their use of language learning strategies. The MSLQ was of particular interest because it contains both a basic motivation subscale as well as a motivation learning strategies subscale.…”

Section: Introductionmentioning

confidence: 99%

Examining the Motivation of Health Profession Students to Study Human Anatomy

Meguid

Smith

Meyer

2019

Anatomical Sciences Ed

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Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, selfefficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first-and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18-10.8, P < 0.001) and (β = 6.25, CI: 3.40-9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19-6.86, P = 0.006) and (β = 5.38,, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18-7.25, P = 0.04) and (β = 3.07, CI: 0.03-6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance.Anat Sci Educ 13: 340-349.

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Using the Motivated Strategies for Learning Questionnaire and the Strategy Inventory for Language Learning in Assessing Motivation and Learning Strategies of Generation 1.5 Korean Immigrant Students

Cited by 14 publications

References 37 publications

Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation

Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation

A Confirmatory Factor Analysis of Motivated Self-regulated Learning Questionnaire in an EFL Context

Examining the Motivation of Health Profession Students to Study Human Anatomy

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