Metacognition and self-regulation are important skills for successful learning and have been discussed and researched extensively in the general education literature for several decades. More recently, there has been growing interest in understanding how metacognitive and self-regulatory skills contribute to student success in the context of…

A multimedia university programme with relatively equal numbers of male and female students in elective programming subjects provided a rare opportunity to investigate female motivation to study and pursue computer programming in a career. The MSLQ was used to survey 85 participants. In common with research into deterrence of females from STEM…

This contribution aims to examine how different areas of self-regulation are related to academic achievement in adolescents and young adults. The study involved participants, drawn from following age groups: 14-15, 17-18 and 22-23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self-regulation,…

This study explored the validity of the Motivational Systems Theory (MST) as a measure of performance of college students pursuing business degrees and the level of academic performance attained across gender and race lines. This goal is achieved by investigating the relationships between motivational strategies, biological factors, responsive…

Rapid increase in information sources in different formats, developments in technology and need for lifelong learning have drawn increased attention to needs for information literacy. Although information literacy is significant for students of all educational levels, it has become even more significant for e-learners. Therefore, this study…

The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as…

The goal of this article is to discuss one of Paul Pintrich's more enduring legacies: the Motivated Strategies for Learning Questionnaire (MSLQ), an 81-item, self-report instrument consisting of 6 motivation subscales and 9 learning strategies scales. The MSLQ has proven to be a reliable and useful tool that can be adapted for a number of…

This study investigated the relationships between demographic characteristics, motives and attitudes to studying, self-reported study behaviour and measures of outcome. Students taking courses by distance learning received a postal survey containing a short form of the Motivated Strategies and Learning Questionnaire (MSLQ) and the Revised…

The role of motivation and collaboration in STEM learning and performance is paramount. A learning community represents an educational approach that can engage students in learning in a motivated, thoughtful, active, and collaborative way. The focus of this article is on the nature of students' interest, attitudes, learning experiences and…

This study gives results of the first phase of the 12-18 year old Turkish students' norm study of The Motivated Strategies for Learning Questionnaire (MSLQ), which developed by Pintrich, Smith, Garcia & McKeachie (1993). The scale was administrated to 1114 students from 3 primary schools and 3 high schools in Ankara in Turkish language,…

This study examined the causal and mediating relations between students' learning approaches, self-efficacy beliefs, stages of reflective thinking, and academic performance. Second-year undergraduate students (n = 241; 118 females, 123 males) in the South Pacific were administered the revised version of Biggs' Study Process Questionnaire, the…

Both internationally and within South Africa the failure rates at universities are presently high and throughput and graduation rates are low. It is thus imperative that the cognitive and non-cognitive predictors related to identifying learners who will succeed academically are explored. This paper focuses on two potentially important…

This study explored the impact of performance assessment versus traditional paper-and-pencil assessment on graduate students' achievement and motivation to learn while enrolled in a 16-lesson course on program evaluation methods. Students in two sections of the course were exposed to the same content and instructional methods, with one exception:…

This study explored relations between students' motivational and cognitive orientations as assessed by the Motivated Strategies for Learning Questionnaire (MSLQ), and their attitudes and choices relating to online lecture viewing. Examination performance was also assessed to determine if there were particular affinities between certain…

This study addressed the impact of a semester-long course called "Learning to Learn," an undergraduate psychology course designed to teach college students to be self-regulated learners. Results of pretesting and posttesting of 78 students with the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie,…