+1 Recommend
0 collections
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Psychometric Properties of the MSLQ-B for Adult Distance Education in China

      Read this article at

          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.


          In the education context, The Motivational Strategies for Learning Questionnaire (MSLQ) is extensively used in assessing self-regulated learning strategies. However, more research is needed to address whether it is applicable for distance education. The exploratory and confirmatory factor analysis were used to test the Chinese version of the Motivated Strategies for Learning Questionnaire part-B for distance learning (MSLQ-B-DL) using two samples totalling 385 participants. This paper substantiates MSLQ-B-DL's criterion-related, convergent, and factorial validity, as well as its internal consistency, in China. Specifically, the concurrent validity of the MSLQ-B-DL was shown from three aspects: (a) the negative correlation of MSLQ-B-DL with trait procrastination; (b) the positive correlation of MSLQ-B-DL with self-control; and (c) the positive correlation of MSLQ-B-DL with instrumental help-seeking and the former's negative correlation with help-seeking avoidance and executive help-seeking. Finally, this study highlights the MSLQ-B-DL's validity and reliability in evaluating the learning strategies in adult distance education in China.

          Related collections

          Most cited references 51

          • Record: found
          • Abstract: not found
          • Article: not found

          Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)

            • Record: found
            • Abstract: found
            • Article: not found

            The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure.

             Piers Steel (2007)
            Procrastination is a prevalent and pernicious form of self-regulatory failure that is not entirely understood. Hence, the relevant conceptual, theoretical, and empirical work is reviewed, drawing upon correlational, experimental, and qualitative findings. A meta-analysis of procrastination's possible causes and effects, based on 691 correlations, reveals that neuroticism, rebelliousness, and sensation seeking show only a weak connection. Strong and consistent predictors of procrastination were task aversiveness, task delay, self-efficacy, and impulsiveness, as well as conscientiousness and its facets of self-control, distractibility, organization, and achievement motivation. These effects prove consistent with temporal motivation theory, an integrative hybrid of expectancy theory and hyperbolic discounting. Continued research into procrastination should not be delayed, especially because its prevalence appears to be growing. (c) 2007 APA, all rights reserved.
              • Record: found
              • Abstract: not found
              • Book Chapter: not found

              The Role of Goal Orientation in Self-Regulated Learning

               Paul Pintrich (2000)

                Author and article information

                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                23 February 2021
                : 12
                1School of Education, Beijing Open University , Beijing, China
                2School of Foreign Languages, Renmin University of China , Beijing, China
                Author notes

                Edited by: Cristina M. Pulido, Autonomous University of Barcelona, Spain

                Reviewed by: Antonio Baena Extremera, University of Granada, Spain; Pedro F. S. Rodrigues, University of Minho, Portugal

                *Correspondence: Jianhua Wang wjhsfl@ 123456ruc.edu.cn

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                †These authors have contributed equally to this work

                Copyright © 2021 Zhou and Wang.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                Page count
                Figures: 1, Tables: 6, Equations: 0, References: 51, Pages: 9, Words: 6617
                Funded by: Beijing Municipal Education Commission 10.13039/501100003213
                Original Research


                Comment on this article