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ERIC Number: EJ872346
Record Type: Journal
Publication Date: 2009-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0146-3934
Evaluation of the Motivated Strategies for Learning Questionnaire for Predicting Academic Performance in College Students of Varying Scholastic Aptitude
Burlison, Jonathan D.; Murphy, Chanda S.; Dwyer, William O.
College Student Journal, v43 n4 p1313-1323 Dec 2009
All 15 subscales of the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1993) were administered to 352 undergraduate students taking Introductory Psychology. Their scores were evaluated with respect to incremental validity (in addition to ACT scores) they provided for predicting course grades. Results indicated that only two of the subscales, Self-efficacy, and Time and Study Environment, contributed incremental validity. When the students were disaggregated by ACT composite, and the low, medium, and high ACT groups were evaluated separately, Self-Efficacy dropped out of the model for the low ACT group, and only time and study environment provided incremental validity. Results are discussed in terms of their implications for increasing the structure of college courses to improve performance among students. (Contains 2 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: http://www.projectinnovation.biz/csj.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire