Does the Type of Campus Influence Self-Regulated Learning as Measured by the Motivated Strategies for Learning Questionnaire (MSLQ)?

Autor/inn/en	Jacobson, Rebecca R.; Harris, Sandra M.
Titel	Does the Type of Campus Influence Self-Regulated Learning as Measured by the Motivated Strategies for Learning Questionnaire (MSLQ)?
Quelle	In: Education, 128 (2008) 3, S.412-431 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Nontraditional Students; Undergraduate Students; Self Management; Measures (Individuals); Goal Orientation; Student Motivation; Experience; Background; Self Efficacy; Learning Strategies; College Environment; Institutional Characteristics; Statistical Analysis; Alabama; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Selbstmanagement; Messdaten; Zielorientierung; Zielvorstellung; Schulische Motivation; Erfahrung; Hintergrundinformation; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hochschulumwelt; Statistische Analyse
Abstract	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.) (ERIC).
Anmerkungen	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/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10