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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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

Název v anglickém jazyce

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

Popis výsledku anglicky

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

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Asian Social Science

ISSN

1911-2017

e-ISSN

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Svazek periodika

10

Číslo periodika v rámci svazku

12

Stát vydavatele periodika

CA - Kanada

Počet stran výsledku

7

Strana od-do

72-78

Kód UT WoS článku

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EID výsledku v databázi Scopus

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