The Validity and Reliability Study of the Czech Version of the Motivated Strategies for Learning Questionnaire (MSLQ)

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F14%3A43872108" target="_blank" >RIV/70883521:28150/14:43872108 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Validity and Reliability Study of the Czech Version of the Motivated Strategies for Learning Questionnaire (MSLQ)

Popis výsledku v původním jazyce

This study reports on the validation of The Motivated Strategies for Learning Questionnaire (MSLQ), a self-report, Likert-scaled instrument, developed by Pintrich, et al. (1991). The instrument consists of two sections, i.e., motivation in the process ofself-regulated learning and the learning strategies of university students. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The sample consisted of 284 students of the Faculty of Humanities at Tomas Bata University in Zlín (256 women and 28 men). The average age was 24, ranging from 19 to 49 years, with a standard deviation of 6.4 years. Within the adaptation of the MSLQ for the Czech educational environment, the exploratory and confirmatory factor analyses, Cattell?s scree test and parallel Monte Carlo analysis were performed. As a result a 3-factor model was generated. The motivation scales tap into three broad areas: (1) expectancy (represented by academic self-efficac

Název v anglickém jazyce

The Validity and Reliability Study of the Czech Version of the Motivated Strategies for Learning Questionnaire (MSLQ)

Popis výsledku anglicky

This study reports on the validation of The Motivated Strategies for Learning Questionnaire (MSLQ), a self-report, Likert-scaled instrument, developed by Pintrich, et al. (1991). The instrument consists of two sections, i.e., motivation in the process ofself-regulated learning and the learning strategies of university students. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The sample consisted of 284 students of the Faculty of Humanities at Tomas Bata University in Zlín (256 women and 28 men). The average age was 24, ranging from 19 to 49 years, with a standard deviation of 6.4 years. Within the adaptation of the MSLQ for the Czech educational environment, the exploratory and confirmatory factor analyses, Cattell?s scree test and parallel Monte Carlo analysis were performed. As a result a 3-factor model was generated. The motivation scales tap into three broad areas: (1) expectancy (represented by academic self-efficac

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

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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

The New Educational Review

ISSN

1732-6729

e-ISSN

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Svazek periodika

35

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

12

Strana od-do

54-65

Kód UT WoS článku

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EID výsledku v databázi Scopus

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