File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: An analysis of the relationship between the motivated strategies for learning questionnaire and the learning process questionnaire

TitleAn analysis of the relationship between the motivated strategies for learning questionnaire and the learning process questionnaire
Authors
KeywordsCanonical Correlation Analysis
LPQ
MSLQ
Multiple Regression Analysis
Principal Components Analysis
Issue Date2002
PublisherPsychologia Society. The Journal's web site is located at http://www.educ.kyoto-u.ac.jp/cogpsy/psycholoeng/psycholo.htm
Citation
Psychologia, 2002, v. 45 n. 3, p. 193-203 How to Cite?
AbstractThe relationship between the scales of the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning Process Questionnaire (LPQ) was examined using an integrated data approach (Skinner, 1977, 1978) that combined features of multiple regression analysis, canonical correlation, and multiple-set factor analysis. Results based on a Hong Kong sample of upper primary and lower secondary students generally agreed with expectations of how the scales in these two instruments would be associated. The LPQ surface scale paired with the MSLQ test anxiety scale, while the LPQ deep scale paired with the MSLQ intrinsic value scale and the LPQ achieving scale paired with the self-efficacy scale, However, contrary to expectations, the MSLQ cognitive strategy-use scale paired with the LPQ deep scale, while the MSLQ self-regulation scale paired with the LPQ achieving scale. It is suggested that the MSLQ self-regulation scale is a measure of efficient study strategies characteristically used by achieving oriented students. In contrast, it is argued that students adopting a deep approach to learning need the requisite cognitive skills for this approach to be self-motivating.
Persistent Identifierhttp://hdl.handle.net/10722/146665
ISSN
2015 Impact Factor: 0.216
2015 SCImago Journal Rankings: 0.253
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorSachs, Jen_HK
dc.contributor.authorLaw, YKen_HK
dc.contributor.authorChan, CKKen_HK
dc.date.accessioned2012-05-09T03:21:15Z-
dc.date.available2012-05-09T03:21:15Z-
dc.date.issued2002en_HK
dc.identifier.citationPsychologia, 2002, v. 45 n. 3, p. 193-203en_HK
dc.identifier.issn0033-2852en_HK
dc.identifier.urihttp://hdl.handle.net/10722/146665-
dc.description.abstractThe relationship between the scales of the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning Process Questionnaire (LPQ) was examined using an integrated data approach (Skinner, 1977, 1978) that combined features of multiple regression analysis, canonical correlation, and multiple-set factor analysis. Results based on a Hong Kong sample of upper primary and lower secondary students generally agreed with expectations of how the scales in these two instruments would be associated. The LPQ surface scale paired with the MSLQ test anxiety scale, while the LPQ deep scale paired with the MSLQ intrinsic value scale and the LPQ achieving scale paired with the self-efficacy scale, However, contrary to expectations, the MSLQ cognitive strategy-use scale paired with the LPQ deep scale, while the MSLQ self-regulation scale paired with the LPQ achieving scale. It is suggested that the MSLQ self-regulation scale is a measure of efficient study strategies characteristically used by achieving oriented students. In contrast, it is argued that students adopting a deep approach to learning need the requisite cognitive skills for this approach to be self-motivating.en_HK
dc.languageengen_US
dc.publisherPsychologia Society. The Journal's web site is located at http://www.educ.kyoto-u.ac.jp/cogpsy/psycholoeng/psycholo.htmen_HK
dc.relation.ispartofPsychologiaen_HK
dc.subjectCanonical Correlation Analysisen_HK
dc.subjectLPQen_HK
dc.subjectMSLQen_HK
dc.subjectMultiple Regression Analysisen_HK
dc.subjectPrincipal Components Analysisen_HK
dc.titleAn analysis of the relationship between the motivated strategies for learning questionnaire and the learning process questionnaireen_HK
dc.typeArticleen_HK
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_HK
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.authorityLaw, YK=rp00922en_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.2117/psysoc.2002.193en_HK
dc.identifier.scopuseid_2-s2.0-0036763574en_HK
dc.identifier.hkuros80209-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0036763574&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume45en_HK
dc.identifier.issue3en_HK
dc.identifier.spage193en_HK
dc.identifier.epage203en_HK
dc.identifier.isiWOS:000178597500006-
dc.publisher.placeJapanen_HK
dc.identifier.scopusauthoridSachs, J=7101926178en_HK
dc.identifier.scopusauthoridLaw, YK=7006095372en_HK
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats