MSLQ-UY, validation with Uruguayan university students
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-cogniti...
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Format: | Online |
Language: | spa |
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Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC)
2017
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Online Access: | https://revistas.unc.edu.ar/index.php/revaluar/article/view/18716 |
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author | Curione, Karina Gründler, Virginia Píriz, Lucía Huertas, Juan Antonio Curione, Karina Gründler, Virginia Píriz, Lucía Huertas, Juan Antonio |
author_facet | Curione, Karina Gründler, Virginia Píriz, Lucía Huertas, Juan Antonio Curione, Karina Gründler, Virginia Píriz, Lucía Huertas, Juan Antonio |
author_sort | Curione, Karina |
collection | Portal de Revistas |
description | 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. |
format | Online |
id | oai:ojs.revistas.unc.edu.ar:article-18716 |
institution | Universidad Nacional de Cordoba |
language | spa |
publishDate | 2017 |
publisher | Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) |
record_format | ojs |
spelling | oai:ojs.revistas.unc.edu.ar:article-187162021-06-09T18:16:40Z MSLQ-UY, validation with Uruguayan university students MSLQ-UY, validación con estudiantes universitarios uruguayos Curione, Karina Gründler, Virginia Píriz, Lucía Huertas, Juan Antonio Curione, Karina Gründler, Virginia Píriz, Lucía Huertas, Juan Antonio MSLQ validación motivación aprendizaje autorregulado psicología 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. Se presenta la traducción, adaptación y validación al español de la versión abreviada del Motivated Strategies for Learning Questionnaire (MSLQ), desarrollado por Pintrich y De Groot (1990) para población uruguaya universitaria. El MSLQ fue construido desde el marco socio-cognitivo de la motivación y la autorregulación. El instrumento contiene 44 ítems que se responden con una escala tipo Likert de 1 a 7 y se divide en dos bloques denominados motivación y estrategias de aprendizaje autorregulado (EAA). La muestra incluyó 318 estudiantes de la Facultad de Psicología de la Universidad de la República (Uruguay). Los resultados evidencian que el bloque de motivación (α = .76) y el de estrategias de aprendizaje autorregulado (α = .75) poseen una consistencia interna aceptable para ser utilizados con fines de investigación. El análisis factorial exploratorio permitió confirmar la estructura original de cinco factores, aunque se plantea una reorganización del bloque estrategias de aprendizaje autorregulado. Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2017-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revaluar/article/view/18716 10.35670/1667-4545.v17.n2.18716 Revista Evaluar; Vol. 17 Núm. 2 (2017) 1667-4545 10.35670/1667-4545.v17.n2 spa https://revistas.unc.edu.ar/index.php/revaluar/article/view/18716/18528 Derechos de autor 2017 Karina Curione http://creativecommons.org/licenses/by/4.0 |
spellingShingle | MSLQ validación motivación aprendizaje autorregulado psicología Curione, Karina Gründler, Virginia Píriz, Lucía Huertas, Juan Antonio Curione, Karina Gründler, Virginia Píriz, Lucía Huertas, Juan Antonio MSLQ-UY, validation with Uruguayan university students |
title | MSLQ-UY, validation with Uruguayan university students |
title_alt | MSLQ-UY, validación con estudiantes universitarios uruguayos |
title_full | MSLQ-UY, validation with Uruguayan university students |
title_fullStr | MSLQ-UY, validation with Uruguayan university students |
title_full_unstemmed | MSLQ-UY, validation with Uruguayan university students |
title_short | MSLQ-UY, validation with Uruguayan university students |
title_sort | mslq uy validation with uruguayan university students |
topic | MSLQ validación motivación aprendizaje autorregulado psicología |
topic_facet | MSLQ validación motivación aprendizaje autorregulado psicología |
url | https://revistas.unc.edu.ar/index.php/revaluar/article/view/18716 |
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