Abstract

The aim of this paper is to provide theoretical and methodological insights into the process of self-regulated learning, and to describe the adaptation of The Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. (1993). This Likert-scaled instrument was designed to assess motivation orientations and use of learning strategies. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The motivation scales originally tap into three broad areas: (1) value, (2) expectancy, and (3) affect. In exploratory factor analysis a 3-factor model was generated and good internal consistency of the adapted instrument was achieved. In this version the questionnaire has 27 items with overall reliability of ? = 0.83. The alphas for the three subscales range from 0.70 to 0.86 and explaines 35% of the total variance. The data proved a student’s academic self-efficacy (F1), task value (F2) and test anxiety (F3) to be strong predictors of students’ motivation.

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