摘要：AbstractResearch has suggested that in order to improve learner's academic achievements and ability to self-regulate, it is highly important to measure their aptitude to self regulate(Boekaerts and Corno, 2005).The Motivated Strategies for Learning Questionnaire (MSLQ) is an 81-item self-report instrumentthat measures the use of learning strategies and the level of student motivation. The current paper describes the adaptation of the MSLQ for the use in Estonian context and explores the psychometric properties of the adapted questionnaire. The original English version of the MSLQ was translated into Estonian using translation/back-translation method. The semantic equivalence of the questionnaire items was assessed by nine native English speakers with substantive expertise in educational studies and/or research methods. A sample of university students (N = 295) in Estonia was used to pilot-test the questionnaire. A reliability analysis produced coefficient alphas which ranged from .34 to .90 for the scale scores and .92 as the overall score.Two exploratory factor analyses (EFA) were conducted to assess the content validity of the instrument.Results indicated a satisfactory fit to the data at the component level but less satisfactory at the subscale level.
