Validación del bloque estrategias de aprendizaje del mslq con estudiantes universitarios uruguayos

Abstract

The complete learning strategies block validation of the Motivated Strategies Learning Questionnaire (MSLQ) of Pintrich, Smith, García y McKeachie (1991; 1993) for uruguayan university students is presented. 589 psychology students participated, 460 were female (78%) and 129 were male (22%), the age average is 23.43 years old (DT=7.93). Bivariate correlations analysis allowed to observe a positive correlation (r=.08, p≤.05) between Elaboration learning strategies and the final mark. A positive correlation is also observed (r=.11, p≤.01) between Peer Learning subscale and academic performance. The confirmatory factor analysis allowed to conclude that the most parsimonious model is composed by nine factors grouped in a bifactor model, this organisation reflects the original theoretical structure.