An analysis of the relationship between the motivated strategies for learning questionnaire and the learning process questionnaire

Abstract

The relationship between the scales of the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning Process Questionnaire (LPQ) was examined using an integrated data approach (Skinner, 1977, 1978) that combined features of multiple regression analysis, canonical correlation, and multiple-set factor analysis. Results based on a Hong Kong sample of upper primary and lower secondary students generally agreed with expectations of how the scales in these two instruments would be associated. The LPQ surface scale paired with the MSLQ test anxiety scale, while the LPQ deep scale paired with the MSLQ intrinsic value scale and the LPQ achieving scale paired with the self-efficacy scale, However, contrary to expectations, the MSLQ cognitive strategy-use scale paired with the LPQ deep scale, while the MSLQ self-regulation scale paired with the LPQ achieving scale. It is suggested that the MSLQ self-regulation scale is a measure of efficient study strategies characteristically used by achieving oriented students. In contrast, it is argued that students adopting a deep approach to learning need the requisite cognitive skills for this approach to be self-motivating.