Introduction: The objective of this work is to present the results of the adaptation and validation process of the Motivated Scale Learning Questionnaire (MSLQ) in university students in Colombia. Method: The research is framed in the so-called instrumental studies, which seek to adapt, validate and analyze the psychometric properties of an…

Introduction: Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method: This…

Introduction: This study aims to explore the effect of students' adoption of approach goals; both mastery and performance approach goals and performance avoidance goals on their motivational beliefs and coping strategy use in science classes from multiple goals perspective. Students' motivational beliefs were examined in terms of self-efficacy and…

Introduction: The self-regulation of motivation (SRM) is conceptualized as a meta-motivational process that guides students' efforts and persistence when performing tasks. This process regulates students' behavior through strategies that are influenced by motivational beliefs. SRM allows students to motivate themselves and guides their behavior.…

Introduction: Motivation is an important factor in the learning of mathematics. Within this area of education, word problem solving is central in most mathematics curricula of Secondary School. The objective of this research is to detect the differences in motivation in terms of the strategies used to solve word problems. Method: It analyzed the…

Introduction: The "Motivated Strategies for Learning Questionnaire" (MSLQ) is a self-report instrument designed to assess students' motivation and learning strategies (cognitive, meta-cognitive, and resource management). In the present study, we focused on translate, adapt and validate the MSLQ to Mexican educational context. Method: The…

Introduction: In the present study we examined the differences in volitional strategy use (i.e., self-efficacy enhancement, negative-based incentives, and stress-reducing actions) and their relation to cognitive self-regulated learning strategy use (i.e., rehearsal, elaboration, organization, and critical thinking) in a sample of university…

Introduction: Recent research in educational psychology has explored student approaches to learning (SAL) and epistemological beliefs within the theoretical framework of self-regulated learning. The focus of this research study seeks to explore the predictiveness of learning approaches and epistemological beliefs on students' self-regulatory…

Introduction: The main objective of this study is to analyze the dimensions which underlie new university students' preferences for instructional methods, and how these preferences relate to their learning styles and motivational strategies. Method: The sample consisted of 158 students in their first year of teacher training at the University of…

This qualitative study describes the outcomes of teachers from three different countries (Ghana, Spain, and USA) enrolled in a graduate educational psychology class taught by the authors. A theory-into-practice teaching approach was used to encourage in-service teachers to conduct a research process guided by the instructors. Participants engaged…