An analysis of the relationship between the motivated strategies for learning questionnaire and the learning process questionnaire

Psychologia

Volumn 45, Issue 3, 2002, Pages 193-203

  Sachs, John ^a   Law, Yin Kum ^a   Chan, Carol K K ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Canonical Correlation Analysis; LPQ; MSLQ; Multiple Regression Analysis; Principal Components Analysis

Indexed keywords

EID: 0036763574     PISSN: 00332852     EISSN: None     Source Type: Journal    
DOI: 10.2117/psysoc.2002.193     Document Type: Article

References (29)

1. Andrews, J., Violato, C., Rabb, K., & Hollingsworth, M. 1994. A validity study of Biggs' three-factor model of learning approaches: A confirmatory factor analysis employing a Canadian sample. British Journal of Educational Psychology, 64, 179-185.
2. Ajisuksmo, C.R.P., & Vermunt, J.D. 1999. Learning styles and self-regulation of learning at university: An Indonesian study. Asia Pacific Journal of Education, 19, 45-59.
3. Biggs, J.B. 1987. Student approaches to learning and studying. Hawthorn, Vic.: Australian Council for Educational Research.
4. Biggs, J.B. 1992. Why and how do Hong Kong students learn? Using the learning and study process questionnaires, Education Paper 14, Faculty of Education, University of Hung Kong.
5. Biggs, J.B. 1993. What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19.
6. Biggs, J.B. 1995. Learning in the classroom. In J.B. Biggs & D.A. Watkins (Eds.), Classroom learning (pp. 147-166). New York: Prentice Hall.
7. Green, P.E., & Carroll, J.D. 1978. Analyzing multivariate data. Hinsdale, IL: The Dryden Press.
8. Kember, D., Charlesworth, M., Davies, H., McKay, J., & Stott, V. 1997. Evaluating the effectiveness of educational innovations: Using the study process questionnaire to show the meaningful learning occurs. Studies in Educational Evaluation, 23, 141-157.
9. Kember, D. & Leung, D.Y.P. 1998. The dimensionality of approaches to learning: An investigation with confirmatory factor analysis on the structure of the SPQ and LPQ. British Journal of Educational Psychology, 68, 395-407.
10. Lan, W.Y., Bradley, L., & Parr, G. 1993. The effects of a self-monitoring process on college students' learning in an introductory statistics course. Journal of Experimental Education, 62, 26-40.
11. McClendon, R.C. 1996. Motivation and cognition of preservice teachers: MSLQ. Journal of Instructional Psychology, 23, 216-220.
12. Paulsen, M.B., & Feldman, K.A. 1999. Epistemological beliefs and self-regulated learning. J. Staff, Program, & Organizational Development, 16, 83-91.
13. Pintrich, P.R., & De Groot, E.V. 1990. Motivational and self-regulated components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
14. Pintrich, P.R., Smith, D.A., Garcia, T., & Mckeachie, W.J. 1993. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
15. Purdie, N., Hattie, J., & Douglas, G. 1996. Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88, 87-100.
16. Rao, N., Moely, B.E., & Sachs, J. 2000. Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students. Contemporary Educational Psychology, 25, 287-316.
17. Rao, N., & Sachs, J. 1999, Confirmatory factor analysis of the Chinese version of the Motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement, 59, 1016-1029.
18. Sachs, J., & Gao, L. 2000. Item-level and subscale-level factoring of Biggs' Learning Process Questionnaire (LPQ) in a mainland Chinese sample. British Journal of Educational Psychology, 70, 405-418.
19. Sachs, J., Law, Y.K., Chan, C.K.K., & Rao, N. 2001. A nonparametric item analysis of the motivated strategies for learning questionnaire - Chinese version. Psychologia, 44, 197-208.
20. Skinner, H.A. 1977. Exploring relationships among multiple data sets. The Journal of Multivariate Behavioral Research, 12, 199-220.
21. Skinner, H.A. 1978. The art of exploring predictor-criterion relationships. Psychological Bulletin, 85, 327-337.
22. Stewart, D., & Love, W. 1968. A general canonical correlation index. Psychological Bulletin, 70, 160-163.
23. Watkins, D.A. 1982. Identifying the study process dimensions for Australian university students. Australian Journal of Education, 26, 76-85.
24. Watkins, D.A. 1996. Learning theories and approaches to research: A cross-cultural perspective. In D.A. Watkins & J.B. Biggs (Eds.), The Chinese learner: Cultural psychology and contextual influences (3-24). Hung Kong: CERC and ACER.
25. Watkins, D.A., & Akande, A. 1994. Approaches to learning of Nigerian secondary school children: Emic and etic perspectives. International Journal of Psychology, 29, 165-182.
26. Watkins, D.A., Akande, A., & Mpofu, E. 1994. The assessment of learning processes: Some African data. IFE Psychologia, 2, 1-18.
27. Watkins, D.A., Dong, Q., & Xia, Y. 1995. Towards the validation of a Chinese version of the self-description questionnaire. Psychologia, 38, 22-30.
28. Watkins, D.A., & Mboya, M. 1997. Assessing the learning processes in Black South African students. The Journal of Psychology, 131, 632-640.
29. Wong, N.Y., Lin, W.Y., & Watkins, D.A. 1996. Cross-cultural validation of models of approaches to learning: An application of confirmatory factor analysis. Educational Psychology, 16, 317-327.