出版社：International Association for Computer Information Systems
摘要：Motivational and self-regulated learning constructs have continued to pose vigorous, multi-dimensional questions foracademicians. The challenge of aspiring students to elevate their social-cognitive perspective toward authenticlearning, heightening the learners’ interpretation of academic interactions, and articulating the role that their beliefs,cognitions, affects, and values play in scholastic performance is an evolving paradigm. The Motivational Strategiesfor Learning Questionnaire (MSLQ) has been used widely to assess students’ general motivation to learn since 1991.Considering the learning approaches of new generation learning styles, this study modified statements in MSLQ,conducted validity tests, and investigated the relationship among academic motivation, self-regulated learning, andscholastic performance in university level information systems courses.
