scholarly journals Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan

2021 ◽  
Vol 36 (4) ◽  
pp. 615-629
Author(s):  
Rajib Chakraborty ◽  
Maruf Haqyar ◽  
V. K. Chechi
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Help Seeking ◽  
Goodness Of Fit ◽  
Educational Interventions ◽  
Learning Beliefs ◽  
School Students ◽  
Self Regulated Learning

The present study was an attempt to validate the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich & De Groot, 1990) for high school students of Afghanistan, with 81 items in Dari language. From different government and private high schools, 356 students (183 girls and 173 boys) participated in the study. SPSS Amos version 23 was used to confirm the psychometrics, using goodness of fit estimates from the data of 356 students. Out of the 15 subscales of the original MSLQ, six subscales that is Intrinsic Goal Orientation, Extrinsic Goal Orientation, Control of Learning Beliefs, Test anxiety, Effort regulation, and Help seeking got were not retained. Therefore, in the present context nine subscales of the MSLQ were found to be valid and reliable for assessing self-regulated learning strategies and using it on the children for planning educational interventions.

The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement

2020 ◽  
Vol 12 (3) ◽  
pp. 49-65
Author(s):  
Tami Seifert ◽  
Carla Har-Paz
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Self Regulation ◽  
The Self ◽  
School Students ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Regulated Learning

The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.

scholarly journals Senior High School Students’ Conception of Learning Biology in Relation to Self-Regulated Learning Strategies: Their Impact on Students’ Academic Performance

2020 ◽  
Vol 5 (7) ◽  
pp. 514-520
Author(s):  
Mascardo, Maria Jida C ◽  
Lasala, Paula Belle S ◽  
Lazarte, Renaire Francis A.
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Learning Strategies ◽  
Positive Relationship ◽  
Senior High School ◽  
School Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Senior High School Students

This study aims to identify the relationship between the grade 12 senior high school students’ conception of learning biology and their self-regulated learning strategies and the impact of these variables on the academic performance of the students. Two sets of questionnaires - the Conception of Learning Biology questionnaire and the Self-Regulated Learning Strategies questionnaire - were administered to students in the different public secondary schools in Cebu City whose schools offered Science, Technology, Engineering and Mathematics (STEM) strand in the Senior High School curriculum. This research used exploratory factor analysis to analyze the data. The results reveal that there is a significant positive relationship among all the variables in the conception of learning biology and all factors in self-regulated strategies of senior high school students. The data further reveal that there is a significant positive relationship between the students’ academic performance and one of the factors of selfregulated learning strategies. The results of the study have implications on the teaching of biology particularly on understanding student’s conception of learning and their self-regulated learning strategies in order to achieve better academic outcomes. It is recommended for teachers to make necessary interventions in order to encourage students to develop advanced order conceptions of learning and higher order self-regulated learning strategies that would help them attain high academic performance.

Sign in / Sign up

Export Citation Format

Share Document