Self-regulated learning: The review of the Motivated Strategies for Learning Questionnaire (MSLQ) instrument and its reliability in the Hungarian version

Asynchronous Brief Paper ID: 60855
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    Sounantha Phavadee
    PPK, ELTE University, Budapest, Hungary

Abstract: Learning in this century has various freedom for the learners in terms of easy to access the material or learning resources and organising the learners’ own time which is different from the traditional way in the past learners needed to spend time at school or in the classroom. Self-regulated learning is crucial for the learners’ cognitive, metacognition, and motivation that can lead the learners to overcome and manage their learning organizationally. The purpose of this conceptual article aims is to review and explore the related literature on self-regulated learning and the instrument to use in the measurement of self-regulated learning, which Paul Pintrich developed in 1989; is the Motivation Strategies for Learning Questionnaire (MSLQ). The paper focuses on the history of self-regulated learning theories and concepts, the use of MSLQ and its purpose. The aims of the study are to explore SRL theories and concepts, to study the impacts of the MSLQ, and to find out the reliability of MSLQ in the Hungarian version with the kindergarten teacher course in J. Selye University, n = 42 kindergarten student teacher, female = 40, average ages of the sample X¯ = 21.29 ± 2.371. The Cronbach’s Alpha of MSLQ in part A – the motivation a = 0.82 and part B –learning strategies a = 0.86, and the highest is in self-efficacy part A a = 0.83.

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