Although widely used to measure self-regulated learning strategies, the Motivated Strategies for Learning Questionnaire has not yielded satisfactory construct validity across empirical studies. This study examined its psychometric properties by focusing on one of its subscales, the Cognitive and Metacognitive Learning Strategies Scales, among 419…

The present study examined the relations between three motivational variables, i.e. academic self-efficacy, task importance, and interest with three types of learning behaviours, i.e. class engagement, metacognitive self-regulation, and avoidance coping with 1954 secondary students in Singapore. Positive correlations were found between the three…

Academic competence beliefs have been widely studied. However, conceptual and measurement efforts have not yet been directed toward understanding perceived underachievement (feeling that one's accomplishments fall below perceived capability). We conducted two studies in order to develop and examine validity evidence for the Perceived Academic…

The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students' motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified…

This paper presents the results of an exploratory factor analysis of the motivation scales of Motivated Strategies for Learning Questionnaire (MSLQ). This analysis was a part of my PhD research on motivational beliefs, course experiences and future plans of the postgraduate students in Pakistan. An exploratory factor analysis of motivational…

Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students' science achievement. Purpose: This study examines the…

The aim of this study is to determine the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for high school students. In total, 1605 students (829 girls, 776 boys, average age = 15.67 ± 1.19) from three different high schools in the central district of Ankara voluntarily participated in the study. The MSLQ was…

Engagement in academic tasks is important. However, compared to the large body of research on task engagement, the number of studies on task disengagement is quite limited. The aim of this study is to examine the associations between the motivational (self-determination) and attitudinal antecedents (learning orientations) of task disengagement.…

Introduction: The use of social media is prevalent among college students, and it is important to understand how social media use may impact students' attitudes and behaviour. Prior studies have shown negative outcomes of social media use, but researchers have not fully discovered or fully understand the processes and implications of these…

Self-determination theory (SDT) has contributed greatly to our understanding of human motivation. Based on SDT, the Academic Motivation Scale (AMS) was developed to assess students' motivation to learn. AMS has been successfully applied to the educational context in Western cultures. However, no psychometrically validated version is available in…

This study aimed to develop the Metaconceptual Awareness and Regulation Scale (MARS) -- a self-report instrument for measuring the extent to which students realise, monitor, and evaluate their ideas. MARS consists of 10 items scored on a six-point Likert scale for two factors: metaconceptual awareness and metaconceptual regulation. A pilot study…

Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students' chemistry achievement. Purpose: This study aimed to investigate how students' perceptions of learning environment, self-efficacy and gender are related to chemistry…

Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the…

The purpose of this study was to investigate whether achievement motivations influence the adoption of learning strategies and learning strategies influence studying behavior in an online learning environment. The Goal Orientation Questionnaire was used to measure achievement motives, and the Motivated Strategies for Learning Questionnaire was…

Students in general chemistry were partitioned into three groups by cluster analysis of six affective characteristics (emotional satisfaction, intellectual accessibility, chemistry self-concept, math self-concept, self-efficacy, and test anxiety). The at-home study strategies for exam preparation and in-class learning strategies differed among the…