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A Meta-Analytic Review of the Motivated Strategies for Learning Questionnaire
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Crede, Marcus; Phillips, L. Alison – Learning and Individual Differences, 2011
The current paper presents a meta-analytic review of the Motivated Strategies for Learning Questionnaire (MSLQ), which consists of fifteen subscales designed from classic social-cognitive learning theories and which is widely used to predict academic performance. Results based on 2158 correlations from 67 independent samples and 19,900 college…
Descriptors: Questionnaires, Meta Analysis, Correlation, College Students
Test Anxiety in Written and Oral Examinations
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Sparfeldt, Jorn R.; Rost, Detlef H.; Baumeister, Ulrike M.; Christ, Oliver – Learning and Individual Differences, 2013
The distinction of different test anxiety reactions (e.g., worry, emotionality) is well established. Recently, additional relevance has been given to school-subject-specific test anxiety factors. The present study explored a further aspect concerning the structure of test anxiety experiences, specifically oral versus written examination modes. A…
Descriptors: Validity, Measures (Individuals), Grade 9, Test Anxiety
Academic Buoyancy in Secondary School: Exploring Patterns of Convergence in English, Mathematics, Science, and Physical Education
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Malmberg, Lars-Erik; Hall, James; Martin, Andrew J. – Learning and Individual Differences, 2013
Past research into the ability of students to "bounce back" from everyday academic setback (academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate this behavior. Here we aimed to contextualize past findings by reporting the results of an exploratory investigation that featured: (1) repeated measurement of…
Descriptors: Intervention, Academic Achievement, Physical Education, Secondary School Students
Object-Spatial Imagery and Verbal Cognitive Styles in Children and Adolescents: Developmental Trajectories in Relation to Ability
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Blazhenkova, Olesya; Becker, Michael; Kozhevnikov, Maria – Learning and Individual Differences, 2011
A new self-report instrument, the Children's Object-Spatial Imagery and Verbal Questionnaire (C-OSIVQ), was designed to assess cognitive styles in younger populations (8-17 years old). The questionnaire was based on the previously developed adult version of the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ; Blazhenkova & Kozhevnikov,…
Descriptors: Cognitive Style, Questionnaires, Verbal Communication, Children
Reducing the Length of Questionnaires through Structurally Incomplete Designs: An Illustration
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Smits, Niels; Vorst, Harrie C. M. – Learning and Individual Differences, 2007
This paper serves as an illustration of the usefulness of structurally incomplete designs as an approach to reduce the length of educational questionnaires. In structurally incomplete test designs, respondents only fill out a subset of the total item set, while all items are still provided to the whole sample. The scores on the unadministered…
Descriptors: Educational Psychology, Predictive Validity, Illustrations, Test Construction
A Predictive Validity Study of the Learning Style Questionnaire (LSQ) Using Multiple, Specific Learning Criteria
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Kappe, F. R.; Boekholt, L.; den Rooyen, C.; Van der Flier, H. – Learning and Individual Differences, 2009
Multiple and specific learning criteria were used to examine the predictive validity of the Learning Style Questionnaire (LSQ). Ninety-nine students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The students were categorized into one of four LSQ dimensions, namely, Activists, Theorists,…
Descriptors: Cognitive Style, Academic Achievement, Predictive Validity, Criteria