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Motivation and Learning Strategies of University Students in a Self-Paced Developmental Course

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Title: Motivation and Learning Strategies of University Students in a Self-Paced Developmental Course
Language: English
Authors: Haitham Alkhateeb (ORCID 0000-0003-1721-1747)
Source: International Journal on Social and Education Sciences. 2025 7(2):205-221.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Motivation, Learning Strategies, Developmental Studies Programs, Mathematics Instruction, Undergraduate Students, Student Attitudes, College Mathematics, Algebra
Assessment and Survey Identifiers: Motivated Strategies for Learning Questionnaire
ISSN: 2688-7061
Abstract: This study used the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies of students in a self-paced developmental mathematics class. A total of 194 undergraduate students participated in this study. Descriptive statistics, correlation coefficients, and regression analysis were conducted to assess students' motivation and their use of various learning strategies. The correlation analysis revealed that most MSLQ scale scores were significantly correlated with one another and with the overall MSLQ. Specifically, motivation--particularly task value and test anxiety--was a significant predictor of learning strategies. The mean scores for the MSLQ scales ranged from moderate to high.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475687
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1475687
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  Data: Motivation and Learning Strategies of University Students in a Self-Paced Developmental Course
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  Data: <searchLink fieldCode="AR" term="%22Haitham+Alkhateeb%22">Haitham Alkhateeb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1721-1747">0000-0003-1721-1747</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+on+Social+and+Education+Sciences%22"><i>International Journal on Social and Education Sciences</i></searchLink>. 2025 7(2):205-221.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
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  Data: <searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Studies+Programs%22">Developmental Studies Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink>
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  Data: This study used the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies of students in a self-paced developmental mathematics class. A total of 194 undergraduate students participated in this study. Descriptive statistics, correlation coefficients, and regression analysis were conducted to assess students' motivation and their use of various learning strategies. The correlation analysis revealed that most MSLQ scale scores were significantly correlated with one another and with the overall MSLQ. Specifically, motivation--particularly task value and test anxiety--was a significant predictor of learning strategies. The mean scores for the MSLQ scales ranged from moderate to high.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 205
    Subjects:
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: College Mathematics
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      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Motivated Strategies for Learning Questionnaire
        Type: general
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      – TitleFull: Motivation and Learning Strategies of University Students in a Self-Paced Developmental Course
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              Type: published
              Y: 2025
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