Validación psicométrica del Motivated Strategies for Learning Questionnaire en universitarios mexicanos

  1. Ramírez Dorantes, María del Carmen
  2. Canto Rodríguez, José Enrique
  3. Bueno Álvarez, José Antonio
  4. Echazarreta Moreno, Alejandro
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2013

Volumen: 11

Número: 29

Páginas: 193-214

Tipo: Artículo

Otras publicaciones en: Electronic journal of research in educational psychology

Referencias bibliográficas

  • Boekaerts, M., Pintrich, P.R., & Zeidner, M. (2000). Handbook of Self-Regulation. San Diego, CA: Academic Press.
  • Brown, W., & Holtzman, W. (1967). Survey of study habits and attitudes. New York: Psychological Corporation.
  • Cardozo, A. (2008). Motivación, aprendizaje y rendimiento académico en estudiantes del primer año universitario. Laurus, 14, 209-237.
  • Christensen, F. A. (1968). College adjustment and study skills inventory. Berea, OH: Personal Growth Press.
  • Cleary, T., Zimmerman, B. J., & Keating, T. (2006). Training physical education students to self-regulate during basketball free-throw practice. Research Quarterly for Exercise and Sport, 77, 251-262.
  • Dunn, K. E., Lo, W. J., Mulvenon, S. W., & Sutcliffe, R. (2012). Revisiting the Motivated Strategies for Learning Questionnaire. A Theoretical and Statistical Reevaluation of the Metacognitive Self-Regulation and Effort Regulation Subscales. Educational and Psychological Measurement, 72(2), 312-331.
  • Gadner, H. (1993). Multiple intelligences. The theory in practice. New York: Basic Books.
  • Goldman, R., & & Warren, R. (1973). Discriminant analysis of study strategies connected with college grade success in different major fields. Journal of Educational Measurement, 10, 39-47.
  • Greene, J. A., & Azevedo, R. (2007). Adolescents' use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research, 36, 125-148.
  • García, T,. & McKeachie, W. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist. 40(2), 117-128.
  • García, T., & Pintrich P. R. (1991). Student motivation and self regulated learning: A LISREL model. Paper presented at the Annual meeting of the American Research Association, Chicago, IL.
  • Limón, M. (2004). (Coord.). En homenaje a las contribuciones de Paul R. Pintrich a la investigación sobre Psicología y Educación. Electronic Journal of Research in Educational Psychology, 2(1), 157-210.
  • Hambleton, R., & Rovinelli, R. (1986). Assessing the dimensionality of a set of test items. Applied Psychological Measurement, 10(3), 287-302.
  • Lockhart, D., & Schmeck, R. (1984). Learning styles and classroom evaluation methods: Different strokes for different folks. College Student Journal, 17, 94-100.
  • Martín, M.E., Bueno, J.A., & Ramírez, M.C. (2010). Evaluación del aprendizaje autorregulado en estudiantes de bachillerato mexicanos. Aula Abierta, 38(1), 59,70.
  • Martínez, J. R., & Galán, F. (2000). Estrategias de aprendizaje, motivación y rendimiento académico en alumnos universitarios. Revista Española Orientación y Psicopedagogía, 11(19), 35-50.
  • Muñiz, J., & Hambleton, R. (1996). Directrices para la traducción y adaptación de los test. Papeles del Psicólogo, 66, 1-5.
  • Núñez, J.C., Solano, P., González-Pienda, J.A., & Rosário, P. (2006). Evaluación de los procesos de autorregulación mediante autoinforme. Psicothema, 18(3), 353-358.
  • Ommundsen, Y. (2006). Pupils' self-regulation in physical education: the role of motivational climates and differential achievement goals. European Physical Education Review. 12 (3), 289 - 315.
  • Paris, S. G., Lipson M. Y. & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
  • Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 6). Motivation enhancing environment (pp. 117-160). Greenwich, CT: JAI Press.
  • Pintrich, P. R., & De Groot, E. V. (1990a). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich, P. R., & De Groot, E. V. (1990b). Individual differences in student motivational orientation, self regulated learning and academic achievement. Paper presented at the International Congress of Applied Psychology.
  • Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL - The University of Michigan.
  • Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-803.
  • Roces, C., Tourón, J., & González, M.C. (1995). Validación preliminar del CEAM II (Cuestionario de Estrategias de Aprendizaje y Motivación II). Psicológica, 16(3), 347-366.
  • Sachs, J., Law, Y. K., Chan, C. K. K., & Rao, N. (2001). A nonparametric item analysis of the Motivated Strategies for Learning Questionnaire-Chinese version. Psychologia, 44, 197-208.
  • Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation in education: retrospect and prospect. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance. Issues and educational applications. Hillsdale, NJ: Erlbaum.
  • Schmitz, B., & Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: time-series analyses of diary data. Contemporary Educational Psychology, 31, 64-96.
  • Schunk, D. H. (2005). Self-regulated learning: the educational legacy of Paul R. Pintrich. Educational Psychologist, 40 (2), 85-94.
  • Schunk, D. H., & Zimmerman, B. J. (Eds.), (2007). Motivation and self-regulated learning: Theory, research, and application. Mahwah, NJ: Erlbaum.
  • Stoeger, H., & Ziegler, A. (2007). Evaluation of a classroom-based training to improve self-regulated learning: Which pupils profit the most? Manuscript submitted for publication.
  • Taylor, R. T. (2012). Review of the Motivated Strategies for Learning Questionnaire (MSLQ) Using Reliability Generalization Techniques to Assess Scale Reliability. Auburn University.
  • Torrance, E. P., Reynolds, C. R., Riegel, T., & Ball, O. (1977). Your style of learning and thinking: Forms A and B. The Gifted Child Quarterly, 21, 563-573.
  • Van Den Hurk, M. (2006). The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum. Active Learning in Higher Education, 7(2), 155 - 169.
  • Weinstein, C. E., Schulte, A. C., & Palmer, D. R (1987). Learning and study strategies inventory. Clearwater, FL: H y H Publishing.
  • Weinstein, C. E., & Underwood, V. L. (1985). Learning strategies: The how of learning. In J. W. Segal, S. F. Chipman & R. Glaser (Eds.), Thinking and learning skills: Relating instructions to research (Vol. 1, pp. 241-258). Hilldale, NJ: Erlbaum.
  • Winne, P. H., Nesbit, J. C., Kumar, V., Hadwin, A. F., Lajoie, S. P., Azevedo, R., et al. (2006). Supporting self-regulated learning with study software: The learning kit project. Technology, Instruction, Cognition and Learning. 3, 105-113.
  • Zimmerman, B. J. (1986). Becoming a self regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11, 307-313.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B. J. (1994) Dimensions of academic self-regulation: a conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance. Issues and educational applications. Hillsdale, NJ: Erlbaum.
  • Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166 - 183.
  • Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement. Theory, research and practice. New York: Springer-Verlag.
  • Zimmerman, B. J., & Schunk, D. H. (2001). Reflections on theories of self-regulated learning and academic achievement: Theoretical Perspectives. Mahwah, NJ: Erlbaum.