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ERIC Number: EJ816912
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: ERIC
Reference Count: 47
ISSN: ISSN-0013-1172
Does the Type of Campus Influence Self-Regulated Learning as Measured by the Motivated Strategies for Learning Questionnaire (MSLQ)?
Jacobson, Rebecca R.; Harris, Sandra M.
Education, v128 n3 p412-431 Spr 2008
Previous research (Richardson, 1994) held to the myth that older or nontraditional students are at a disadvantage when returning to a university. However, Hoskins and Newstead, (1997) reported that non-traditional students have a slight advantage over traditional students and are reported to obtain better degrees on the average than younger students. A summary of the literature on self-regulated learning and the non-traditional student indicated that the non-traditional student differs from the traditional student in goal orientation, motivation, and life experience. It is often life experience from which a student learns strategy use. Thus this research examined the specific differences between traditional and non-traditional students attending either a traditional university or a nontraditional university in an effort to determine how the structure of a campus can influence outcomes on the Motivated Strategies for Learning Questionnaire (MSLQ), an instrument that assesses college students' motivational orientations and their use of different learning strategies for a college course. (Contains 5 tables.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire