The Czech Adaptation of Motivated Strategies for Learníng Questionnaire (MSLQ)

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F14%3A43871368" target="_blank" >RIV/70883521:28150/14:43871368 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.5539/ass.v10n12p72" target="_blank" >http://dx.doi.org/10.5539/ass.v10n12p72</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.5539/ass.v10n12p72" target="_blank" >10.5539/ass.v10n12p72</a>

Result language
angličtina
Original language name
The Czech Adaptation of Motivated Strategies for Learníng Questionnaire (MSLQ)
Original language description
The aim of this paper is to provide theoretical and methodological insights into the process of self-regulated learning, and to describe the adaptation of The Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. (1993). This Likert-scaled instrument was designed to assess motivation orientations and use of learning strategies. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The motivation scales originally tap into three broad areas: (1) value, (2) expectancy, and (3) affect. In exploratory factor analysis a 3-factor model was generated and good internal consistency of the adapted instrument was achieved. In this version the questionnaire has 27 items withoverall reliability of ? = 0.83. The alphas for the three subscales range from 0.70 to 0.86 and explaines 35% of the total variance. The data proved a student?s academic self-efficacy (F1), task value (F2) and test anxiety (F3) to be stro
Czech name
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Czech description
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Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Publication year
2014
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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