An
Analysis of the Relationship between the Motivated Strategies for
Learning Questionnaire and the Learning Process Questionnaire
J. Sachs, Y.-k. Law, & C.K.K. Chan |
The
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
Hang 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. Key words: MSLQ, LPQ, Principal Components Analysis, Canonical Correlation Analysis, Multiple Regression Analysis |