Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire

García, Teresa; Pintrich, Paul R.

doi:10.1007/978-94-011-0657-3_12

Cited by 114 publications

(117 citation statements)

References 18 publications

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“…The influence that cognitive and meta-cognitive strategies such as scaffolding (cf. [106]), planning, organizing, and monitoring have on learning effectiveness and academic outcome is well documented [19,39,74]. Cognitive processes regulate the balance between learning difficulty and learner skill, forming a strong determinant for learning success [90].…”

Section: Cognitive Processesmentioning

confidence: 99%

“…[45]). The effects of motivation on behaviour choice and persistence [6] are well known, and motivation has been related to learning behaviour [39,44], academic success [73], writing [112], and computer technology use [104]. The social aspect of motivation can be seen in the influence of encouragement or discouragement from social peers.…”

Section: Social Processesmentioning

confidence: 99%

“…Facer et al [38] show that engaged, active students are interested in the learning process, while unengaged students are passive and resistant to learning. Garcia and Pintrich [39] list personal interest and 'a sense of achieving personal goals' as a subset of academic performance predictors. Levy [72] additionally suggests that personal interest in the learning environment works as a predictor for learner retention: learners who feel satisfied with their learning environment are less likely to drop out.…”

Section: Social Processesmentioning

confidence: 99%

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Requirements for a virtual environment to support the social participation education of low-literates

Schouten

Smets²,

Driessen

et al. 2016

Univ Access Inf Soc

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People of low literacy experience difficulties while participating in society. Learning support software could help alleviate these difficulties. However, there is currently no overview of theoretically and empirically sound requirements for this kind of support. This paper uses the situated cognitive engineering method to create a requirements baseline for a virtual environment to support the societal participation education of low-literates (VES-SEL), based on an analysis of the domain, human factors, and current applications. Four major outcomes are presented. First, a comprehensive overview is collected of the operational demands and human factors knowledge relevant to societal participation learning for low-literate citizens. Second, this overview is translated into a list of eight functional requirements: focused on low-literate learners, set in the context of societal participation, and supported by claims of cognitive, affective, and social benefits to learning. Third, a sample of Dutch societal participation learning support programs is assessed using these requirements, to highlight both current technology best practices and discrepancies between theory and practice. Fourth, virtual learning environment technology is suggested as an 'enabling' technology; an overview is shown of how virtual environments, actors, and objects can beneficially enable meeting the requirements baseline. Finally, directions for future study are discussed.

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Section: Cognitive Processesmentioning

confidence: 99%

Section: Social Processesmentioning

confidence: 99%

Section: Social Processesmentioning

confidence: 99%

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Requirements for a virtual environment to support the social participation education of low-literates

Schouten

Smets²,

Driessen

et al. 2016

Univ Access Inf Soc

View full text Add to dashboard Cite

show abstract

“…In the related literature, there are mixed results for the relationship between gender difference and science achievement. It was generally found that males outperform better than females in science; but the major factor causing this difference has still not clearly stated [22]. This may be due to females' tendency of posessing lower science self-efficacy than males, as reported by Calıskan, [10].…”

Section: Discussionmentioning

confidence: 99%

Affective variables as predictors of biology achievement: A study on 11^thgrade students

Alpmen¹

2016

SHS Web of Conferences

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Abstract. The purpose of this study was to examine the contribution of the gender, self-efficacy beliefs, task value, and learning strategies to the 11th grade students' biology achievement. A total of 1035 students from different high schools in Yenimahalle and Çankaya districts of Ankara participated in the study. The Motivated Strategies for Learning Questionnaire [21], (MSLQ) and Biology Achievement Test (BAT) were used to collect data. Results of the the simultaneous multiple regression analysis indicated that 11th grade students' gender, task values, selfefficacies and elaboration learning strategies were statistically significant predictors of their Biology achievement; whereas rehearsal and organization learning strategies were not.

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“…Accordingly, in the literature, there are studies related to metacognition for the development of inventories (Garcia and Pintrich, 1995;Schraw and Dennison, 1994;Sperling, Howard, Miller, and Task: A person's knowledge about the nature of a situation he has encountered and the requirements of a certain task. The nature of a situation encountered refers to a person's knowledge about the quality and quantity of knowledge and his own ability to process knowledge (Özsoy, 2007).…”

Section: Introductionmentioning

confidence: 99%

Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study

Sökmen

Taş²,

Yeşilyurt³

et al. 2017

İlköğretim Online

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ABSTRACT. In this study, it was aimed to adapt the Awareness of Independent Learning Inventory to Turkish. The inventory measures university students' metacognitive knowledge, metacognitive skills, and metacognitive attitude levels. The validity and reliability of the Turkish version of the scale were investigated through three different studies. The first study was conducted with participation of 25, the second with 291, and the third with 303 pre-service teachers. In the adaptation process, language experts were brought in to judge the linguistic validity of the inventory. Confirmatory factor analyses were conducted on the data and according to the fit indices, the proposed three-factor structure was found to be consistent with the data set. Cronbach Alpha coefficients for the dimensions of the scale were found as 0.81 for the metacognitive knowledge dimension (13 items), 0.85 for the metacognitive skills dimension (13 items), and 0.79 for the metacognitive attitudes dimension (10 items). According to the findings of the study, it can be claimed that the Turkish version of the AILI, BÖFE (Bağımsız Öğrenme Farkındalığı Envanteri) is a valid and reliable measure to assess university students' metacognition.

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Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire

Cited by 114 publications

References 18 publications

Requirements for a virtual environment to support the social participation education of low-literates

Requirements for a virtual environment to support the social participation education of low-literates

Affective variables as predictors of biology achievement: A study on 11^thgrade students

Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study

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Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire

Cited by 114 publications

References 18 publications

Requirements for a virtual environment to support the social participation education of low-literates

Requirements for a virtual environment to support the social participation education of low-literates

Affective variables as predictors of biology achievement: A study on 11thgrade students

Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study

Contact Info

Product

Resources

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Affective variables as predictors of biology achievement: A study on 11^thgrade students