The role of learning strategies in gaining academic success has been widely investigated for campus-based college students. Within distance education (DE) students, however, research on this ...relationship is limited, while this group of learners is growing. The present study was designed to investigate the relationship between learning strategies and academic performance in DE students. Participants were 758 students (age 19–71 years) at a distance education university in the Netherlands. An online questionnaire was used to determine learning strategies and exam grades were obtained from the university exam database to determine academic performance. Mixed model analyses showed that management of time and effort, as well as complex cognitive strategy-use were positive predictors of academic performance, whereas contact with others was a negative predictor of academic performance. Explanations for these results as well as their implications are discussed.
•Participants were distance education students.•Management of time, place, and effort predicted academic performance the strongest.•Complex strategy use second positive predictor of academic performance•Contact with other predicted academic performance negatively
The current paper presents a meta-analytic review of the Motivated Strategies for Learning Questionnaire (MSLQ), which consists of fifteen subscales designed from classic social–cognitive learning ...theories and which is widely used to predict academic performance. Results based on 2158 correlations from 67 independent samples and 19,900 college students indicate that the subscales of the MSLQ vary in their utility for predicting grades, with grade-related validities ranging from ρ
=
.40 for the subscale measuring students' effort regulation to ρ
=
.05 for the subscale measuring students' help-seeking behaviors. Factor-analyses of the meta-analytic intercorrelations broadly support the theoretical structure of the MSLQ. Alteration or elimination of items with undesirable psychometric characteristics could potentially both augment empirical support for the theoretical structure of the MSLQ and strengthen its subscales' predictive utility for academic performance.
► MSLQ subscales exhibit range of validities for academic performance. ► MLSQ subscale validities higher for grades in classes than overall GPA. ► MSLQ subscale intercorrelations suggest some measurement redundancy. ► Some MSLQ items have psychometrically problematic content. ► Findings broadly supportive of social–cognitive learning theories.
Contribution: This research provides insights into the applications of virtual reality (VR) in learning spatial reasoning, which could be utilized and developed in educational frameworks and ...settings, especially in science, technology, engineering, arts, and mathematics (STEAM), and other aspects.
Background: Spatial reasoning and VR are essential for an effective STEAM strategy. Thus, professionals must constantly research to help learners explore spatial-reasoning perception. This research's objective is to explore how VR can enhance spatial-reasoning consent of learning, specifically toward mental rotation and spatial visualization skills.
Research Question: How does VR help learners embrace spatial-reasoning perception and experiences?
Methodology: This study proposes a two-phase comparison experiment to explore the potential improvement of learning spatial-reasoning perception toward spatial abilities and experience in VR. In the first phase, participants experienced conventional hand drawing techniques before moving to the VR environment with the "Gravity Sketch" application, followed by a perceptional assessment in motivated strategies for learning questionnaire (MSLQ) and immersive evaluation with immersive tendency questionnaire (ITQ). In the second phase, participants are invited to conduct the conventional drawing session again, followed by interviews to gain further insights. A galvanic skin response (GSR) device is attached to collect reflection patterns during the whole experiment.
Findings: The results support the hypotheses and reveal that VR can help to improve the learning experience and perception of spatial reasoning. Nevertheless, some limitations have been found, such as the small sample size of participants and the need to consider the level of complexity as a future concern.
The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most widely used instruments to measure students' motivation and self‐regulated learning. However, the MSLQ was developed and ...has been predominantly used in the Western context, is a domain‐general measure, and is quite lengthy. Hence, adapting the MSLQ to the Chinese educational context, validating its application in specific subjects, and developing a short form would be an optimal way to improve its accessibility. This study aimed to investigate the psychometric properties of the Chinese version of the MSLQ in mathematics learning (i.e., MSLQ‐C) and develop a short form (i.e., MSLQ‐CS) using set exploratory structural equation modeling. The sample consisted of 563 senior secondary students in China. Results demonstrated that both MSLQ‐C and MSLQ‐CS showed acceptable construct validity, reliability, and concurrent validity. Furthermore, structural relationships and interrelationships among the subscales and their relationships with mathematics achievement were highly similar for MSLQ‐C and MSLQ‐CS. Theoretical and practical implications are discussed.
Practitioner Points
We developed the MSLQ‐CS as a short form of the Motivated Strategies for Learning Questionnaire (MSLQ) in the Chinese context for mathematics learning
Each variable of the MSLQ‐CS was reduced to three items but we kept the MSLQ's conceptual scope unchanged
The MSLQ‐CS is psychometrically sound and able to reproduce the information obtained from the longer form of the MSLQ
The MSLQ‐CS could reduce participants' burden and be used when test time is limited
Within the context of Pintrich's self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps ...remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17-62 (M = 23.28, SD = 7.22) and 69 males, aged 18-47 (M = 22.5, SD = 6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.
Orientation Knowledge of a subject and cognitive strategies are usually not enough to increase students’ academic performance; students need also to be motivated to use learning strategies and deal ...with test and examination anxiety to be successful, especially in their first year of study.Purpose The purpose of the study was to measure first-year accounting students’ motivational aspects and learning strategies versus academic performance at a South African university.Research questions Three research questions were used to determine if students were motivated and applied learning strategies to perform in the accounting course: 1) What motivational variables and learning strategies are related to academic performance measuring students’ final Accounting marks, controlling for admission requirements, gender, race, and degree choice? 2) Are prior knowledge demographic and degree choice related to motivational variables and learning strategies? 3) Are motivational variables related to learning strategy variables for Accounting students regarding their Degree choice?Method A full scale “Motivated Strategies for Learning Questionnaire” (MSLQ) was used to assess accounting students’ (N=617) motivational orientations and their use of different learning strategies for an accounting course. Multiple regression analysis was applied to explore the relationship among the different variables.Findings The findings of this study are relevant to learning in predicting academic performance of first-year accounting students and relationships between self-regulated learning and students’ degree choice, gender, race, academic performance and admission requirements.Limitation and further recommendation This study was only deployed to accounting students at one South African university. A further recommendation would be to collaborate with other disciplines and universities to determine if motivational and learning strategies differ from those of accounting students at a South African university.Value of the study and practical implications The value of the study provides insights and evidence on motivational beliefs and learning strategies of students in accounting studies and how students can improve their academic performance.
The Motivated Strategies for Learning Questionnaire (MSLQ) has a long history of use in educational psychology, yet few studies have examined the latent factor structure of the entire scale using ...data from a single administration of the instrument. Although using the subscales individually was encouraged by the creators of the instrument, the practice has produced piecemeal evidence for the latent factor structure. In the current study, we administered all 15 subscales of the MSLQ to a large population of postsecondary students enrolled in introductory geoscience courses and used confirmatory factor analysis to examine the latent factor structures described in previous MSLQ literature. Faced with unsatisfactory evidence for the hypothesized structures, we describe our respecification process and provide some commentary on a more parsimonious latent factor structure that may be of use in similar research projects.
The application of cloud-based simulators has increasing momentum in maritime education and training as a virtual platform for supplementing professional training with task-specific simulation-based ...learning. Congruent with traditional simulator technology and training methods, this new condition allows for asynchronous and unlimited simulator access where participation in training sessions is at the discretion of the trainee. Furthermore, this provides a learning environment that can have adaptive features to the trainee characteristics with selectable complexity levels, automated feedback, and automated performance assessment. With the advent of this emerging training technology, the organization of how training is deployed, the new roles and expectations for trainees and instructors, and the application of new data-driven analytics are not yet well understood. This paper employs a quasi-experimental study to investigate trainee
motivation
,
personality traits
, and
task performance
using a novel training design. The study was administered remotely to a sample (
N
= 18) of first-year maritime students who first completed a knowledge acquisition phase before conducting a skill acquisition phase with repeated simulator training of a procedural task, and finally a performance assessment of the simulator scenario. Data was collected from (1) a multiple-choice knowledge test, (2) a short-scaled Big Five Inventory, (3) the Motivated Strategies for Learning Questionnaire, and (4) programmed simulator metrics. Results indicate that
Extraversion
correlates with
motivation
and
self-efficacy
predicts training performance. No significant relationship between prior knowledge and the training performance was found. The results can provide knowledge for implementation and delivery of remote simulator training in maritime education and training, as well as other fields.
This study aims to shed more light on our understanding of the learning consequences of an emerging pedagogical approach to teaching: the flipped classroom. This approach proposes a change of ...paradigm in which students are expected to assimilate concepts prior to attending classes with the objective of dedicating class time to the completion of activities that put those concepts into practice. Building on a sample of 219 undergraduate University students from Pablo de Olavide University enrolled on a course in Strategic Management, we compare students taught using a traditional teaching format (control group) with students taught using a flipped classroom format (experimental group). Our results show that the implementation of the flipped learning method has a significant impact on three important learning outcomes: (1) it increases the student's intrinsic motivation for the topic under study; (2) it results in higher exam grades; and (3) it reduces absenteeism.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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