MSLQ-UY, validation with Uruguayan university students
DOI:
https://doi.org/10.35670/1667-4545.v17.n2.18716Keywords:
MSLQ, validación, motivación, aprendizaje autorregulado, psicologíaAbstract
The current study translates, adapts, and validates for Uruguayan university students the abbreviated Spanish ver-sion of the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich and De Groot (1990). The MSLQ was created within a motivational and self-regulat-ed socio-cognitive framework. This questionnaire includes 44 items, and the response choices are rated on a 7-point Likert-type scale. MSLQ is divided into two sections: mo-tivation and self-regulated learning strategies (SRLS). The sample included 318 students total who belong the Psychology department of Universidad de la República (Uruguay). Results have shown that both motivation (α = .76) and self-regulated learning strategies (α = .75) sections have acceptable internal consistency to be used in research studies. Although the exploratory factor analysis confirms the original five-factor structure, we suggest a reorganiza-tion of the self-regulated learning strategies section.
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