NeuroQuantology | June 2017 | Volume 15 | Issue 2 | Page 239-245| doi: 10.14704/nq.2017.15.2.1068
Tabatabaei S., The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills
The Effects of Motivated Strategies for
Learning Questionnaire (MSLQ) on Students’
Cognitive and Meta-Cognitive Skills
Samaneh-Sadat Tabatabaei1, Hassan Ahadi1*, Shokouh-ol-sadat Bani-Jamali2 , Hadi Bahrami1,
Ahmad Khamesan3
ABSTRACT
The aim of the present research is to identify the effect of teaching motivated strategies for learning on students’
cognitive and metacognitive skills. This research is a semi-experimental study with pre-test and post-test
procedures. 46 students who obtained less than 162.5 scores in motivated strategies for learning questionnaire
(MSLQ) are selected in statistically matched experimental and monitored groups of the study (each groups
constitute of 23 students). The experimental group is administered in eight 100 minutes long sessions under the
motivated strategies of learning protocol (MSL). This protocol is the adaptation of a theoretical background,
utilized in previous studies. The results of the study indicate that after utilization of MSL, students’ cognitive and
meta-cognitive skills are enhanced. Therefore, MSLQ is propounded as a learning facilitator.
© 2014 Published by RRAMT France Ltd.
Key Words: Motivated Strategies for Learning Questionnaire (MSLQ), Learning Strategies, Strategy, Cognitive,
Meta-Cognitive.
DOI Number: 10.14704/nq.2017.15.2.1068
NeuroQuantology 2017; 2: 239-245
Introduction
Motivation is a factor that causes a person to
advance in his path towards a specific objective.
Therefore, motivation is the generating force of
behavioral characteristics and their objectives
(Direh and Banijamali, 2008).
Motivated strategies are a determining
factor in educational advancement. Numerous
studies in educational psychology and learning
indicate that motivation is in direct correlation
with institutional learning, since learning is an
active skill that requires conscious and purposeful
endeavor. If an intelligent student does not
acquire sufficient attention and appropriate level
of conscious endeavor, he could not be successful
in learning skills. In order to make educational
curriculums beneficial, it is proper in a classroom
to create a motivated and active background for
students (Pintrich et al., 1991).
Students with efficient levels of learning
skills and educational advancement acquire
excellent grades and spend more time for doing
their homework. Motivational problems retrench
learners’ capacities and talents, resulting in their
regressive failure (Stipekep, 2002). Through
utilization of Pintrich’s theoretical model (1991),
efficient variables of MSL on educational
advancement are recognized, which consist of
three sub-categories:
Corresponding author: Hassan Ahadi
Address: 1Department of Psychology, Science and Research Branch,
Islamic Azad University,Tehran, Iran; 2Department of Psychology, AlZahra University, Tehran, Iran; 3Department of Psychology,
University of Birjand, Birjand, Iran.
Phone: +98 9126049225
e-mail
[email protected]
Relevant conflicts of interest/financial disclosures: The
authors declare that the research was conducted in the absence of
any commercial or financial relationships that could be construed
as a potential conflict of interest.
Received: 11 January 2017; Accepted: 15 May 2016
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NeuroQuantology | June 2017 | Volume 15 | Issue 2 | Page 239-245| doi: 10.14704/nq.2017.15.2.1068
Tabatabaei S., The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills
A) self -efficacy: It is manifested in students’
beliefs about their performance skills.
B) Objective Orientation: It is manifested in
students’ emphasis on a specific kind of
homework or an educational course.
C) Examination Anxiety: It is manifested in the
nefarious excitement of evaluative occasions
(Mohammad Amini, 2009).
Psychologists and educationalists have
long focused on studying the effect of motivational
factors on the learning and performance of
students in various fields of study. Much of early
research has distinguished motivational and
cognitive factors. Since at least the 1980’s,
research has focused on how motivational and
cognitive factors that together affect students’
learning and progress interact. There is now
consensus that in order to be successful in an
institution, students require cognitive skills and
motivational tendencies (Babaei Menghari, 2014).
In recent researches, the effects of
motivated strategies on learning strategies are
studied. Various classifications have been
proposed for learning strategies, one of which is
its
categorization
into
cognitive
and
metacognitive strategies. Cognitive strategies are
used to learn content and information in a text and
metacognitive strategies are applied to monitor
cognitive strategies (Royanto, 2012, cited in
Mesrabadi and Erfani Adaab, 2014 Karimzadeh et
al., 2010) Motivated strategies are a series of
methodologies and plans for educational problem
solutions, resulting in academic data analysis.
Learners require disciplinary principles in
categorizing external stimuli, scientific and
creative activities. Therefore, utilization of
motivated strategies becomes imminent for
efficient learners (Ababaf, 2009). These strategies
can be materialized for simplistic, memorizing,
complicated and comprehensive homework
(Mohammad Amini, 2009). Montague (2000)
considers six motivated strategies: Loud
enunciation of the educational problem, proper
problem analysis, simplistic visualization of the
problem, aggregation and subtraction, speculation
and recapitulation of problem (Ashoori et al.,
2012).
New findings in educational psychology,
cognitive psychology and education provide
remarkable opportunities in education of
cognitive skills so that learners can accomplish
higher levels of learning and education. One of the
most important advancements of the twentieth
century is emergence of theories that emphasize
on efficient cognitive skills and strategies. These
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efficient cognitive skills are regarded as metacognitive strategies, which are first suggested by
Fluvial in 1979 (Garner, 1990; Branford et al.1986
cited in Kareshki, 2002).
Meta-cognition
includes
individual
understanding from cognitive strategies and
skills. In other words, it is any kind of activity,
whose objective is acquisition of cognitive skills.
Meta-cognition includes intelligent monitoring
skills,
attentive
programming
strategies,
brainstorming kills, comprehension principles
and their proper utilization. With a little bit of
intelligent reflection, it is deducible that metacognition directs learners’ learning and deductive
skills in his problem-solving procedures. (Jazayeri
and Esmaili, 2002).
Harris and Graham (2003), consider five
stages for motivated strategies: 1. Cognitive
modeling together with overt external guidance
from the teacher; 2. Cognitive modeling with overt
self-guidance; 3. Cooperation of the teacher and
the student; 4. Faded self-guidance; and 5. Covert
self-instruction (Ashoori et al., 2012).
Roberts (2001) believes that some
students study deeply and attentively so that they
can acquire educational skills and competence.
These students utilize efficient meta-cognitive
strategies due to their strong internal motivation.
Some of the efficient meta-cognitive skills are
efficient organization and elaboration Driscoll,
2000 and Pinteridge, 2003). If students possess
necessary motivational skills and knowledge to
utilize self-regulatory learning strategies, it will
affect their internal motivation, metacognitive and
behavioral activities as well as their learning
(Chralot et, al. 2008 cited in Narimani, Mohamad
Amini, Zahed and Abolghasemi, 2015). This is in
line with findings of many previous studies
(Khoddami et al, 2011; Malekian et al, 2012;
Javanmard et al, 2012) that have found a
significant relationship between metacognitive
strategies
and
students’
motivation
(Pourtaherian, Khosravi and Mohammadifar,
2014).
During the last two decades, experts in
education have focused more on the issues of
cognition and motivation. Cognition includes a
series of abilities and intelligent activities such as
knowledge
acquisition,
comprehension,
recognition and critical analysis. Motivation
constitutes of emotional factors, value evaluation
and educational perspective. In most of the
studies, the relationship between cognitive and
motivational strategies is evaluated on the basis of
their correlation with educational advancement.
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NeuroQuantology | June 2017 | Volume 15 | Issue 2 | Page 239-245| doi: 10.14704/nq.2017.15.2.1068
Tabatabaei S., The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills
For example, the result of Palson and Gentry’s
(1995) study supports a causative relationship
among motivational beliefs, cognitive and
metacognitive strategies and educational progress
in math (Abedi, Saeidipour, Farjollahi and Seif,
2015).
Javanmard,
Houshmandja
and
Ahmadzadeh’s (2012) study also indicated a
positive significant correlation between cognitive
and metacognitive strategies and educational
motivation among students. Griffin et. al, (2013)
have recently reported that effective teaching and
focusing on study skills have a positive effect on
educational performance and internal motivation
of students (Barzegar Befruei, Barzegar Befruei
and Mollaei Bahrami, 2014; Hafeziahmadi et al.,
2017). However, none of them studied the effects
of motivated strategies for learning (MSL) on
students’ cognitive and meta-cognitive skills as
the sectors of a relative network. The main
objective of the present study is to identify the
effect of teaching motivational learning strategies
on cognitive and metacognitive strategies so that
through utilizing its findings practically in
educational institutions students’ educational
difficulties can be obviated. Considering research
objectives, the following research hypotheses are
developed:
1- MSLQ affects students’ cognitive strategies.
1- MSLQ affects students’ meta-cognitive
strategies.
Research Methodology
Research methodology is semi-experimental. Pretests and posttest are utilized on both the control
and experimental groups. The statistical
population of the study includes all the students of
psychology in bachelor’s course of the Islamic
Azad University, Birjand Branch. 46 students are
selected as the statistical sample through
utilization of volunteer sampling schemes.
Afterwards, the sample are matched statistically
in two groups randomly (23 students in the
monitored group and the one 23 in the
experimental group). In the pre-test, MSLQ was
run and those who obtain a score less than 162.5
are selected. After the pre-test, independent
variable is implemented and in eight 100 minutes
long sessions, the experimental group is
instructed MSLQ. Eight sessions are administered
in four weeks and after that, post-test is utilized in
both experimental and monitored groups.
Research Instrumentations
For data accumulation and their analysis, MSLQ is
utilized.
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Pintrich and De Groot (1990) developed
MSLQ (including 25 questions) so that selfregulated motivated learning skills can be
administered. Motivated learning skills include
efficiency, objective orientation and examination
anxiety. Self-regulated learning skills include
cognitive and meta-cognitive strategies. The
questions of the adopted questionnaire are of
closed types, utilized on the basis of Likert’s fivefold scale: that ranges from totally agree (score 5)
to totally disagree (score 1). Pintrich and De Goot
Studies (1990) indicate that the reliability of the
motivated learning skills of the questionnaire are
0.89, 0.87 and 0.75 and for self-regulated learning
skills, statistical values of 0.83 and 0.74 are
purveyed as their reliability rates. Validity of the
questionnaire
is
materialized
through
Hosseininasab’s factor analysis procedure (1998).
In this procedure, Cronbach’s Alpha is utilized for
the motivated learning skills, cognitive and metacognitive skills, resulting in statistical values of
0.68, 0.71, 0.77, 0.64 and 0.68 (Mohammad Amini,
2009).
Research Procedure
MSLQ is utilized in eight 100 minutes long
sessions in four weeks. Research procedure is a
commingling of Nunez’s (2011) and Bonner’s
studies (1996). The former is titled as
“Implementation of training programs in selfregulated learning strategies in module format:
results of an experience in higher education (Seif,
2013 Rahmati et al., 2017) “and the latter is
“Developing self- regulated learners: beyond
achievement to self- efficacy”.
Research Findings
This study is administered on 46 students,
integrated in experimental and monitored groups.
Average age of the experimental and monitored
groups are (24/1 ± 7/6) and 23/5 ± 4/7. There
exists no statistical difference between the
number of male and female participants.
In order to evaluate research hypotheses,
T-test and U-Mann-Whitney Test are utilized for
assessing normality and abnormality of the
procedures.
First Hypothesis
MSLQ affects students’ cognitive strategies. In
table number 3, the results regarding normalizing
and Levene tests are represented. Due to lack of
primary postulations for the T-test, U-MannWhitney test is utilized, whose results are
represented in table number 4.
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Tabatabaei S., The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills
Table 1. Name Motivated Learning Strategies (Cognitive and Meta-Cognitive)
Session
Sessions Overall Content
No.
1
Introduction of regulation and methodology
Instruction of educational objectives and planning schemes
2
Data analysis, memorizing schemes and comprehension skills
Homework assessment on the basis of memorizing schemes and comprehension skills
3
Learning skills of simple educational materials
Utilization of homework for assessment of learning skills of simple educational materials
4
Learning skills of complicated educational materials
Utilization of homework for assessment of learning skills of complicated educational materials
5
Meta-cognitive learning strategies
Utilization of homework for assessment of meta-cognitive learning strategies
6
Problem solving procedures
Individual decomposition of problem solving procedures
Facilitation of learners' problem solving skills
7
Homework accumulation and troubleshooting
Examination preparation
Careful reading strategies
8
Examination anxiety factors
Monitoring of distractions
Learning composure and educational attention
Group homework
collecting homework on examination anxiety and distractions
Sessions
Duration
15
85
90
10
90
10
90
10
90
10
20
40
40
10
50
40
30
20
20
15
15
Table 2. Comprehension of Frequency Rates of Participants' Sex, Age and Marital Status in Experimental
and Monitored Group
Frequency
Chi-squared
Variable
Frequency Test
Monitoring (%)
Test Results
Marital Status
Single
(82/6) 19
(60/9) 14
P=0.10
Married
(17/4) 4
(39/1) 9
Sex
Male
(65/2) 15
(34/8) 8
Female
(65/2) 15
(34/8) 8
P=0.04
Age
<20
(30/4) 7
(21/8) 5
21-25
(47/8) 11
(56/4) 13
P=0.74
>26
(21/8) 5
(21/8) 5
Table 3. Normalizing and Levene Tests, Pre-Tests and Post-Tests, Cognitive and Meta-Cognitive Strategies
Normalizing Tests
Levene Test
Statistical
Statistical
Degree of Freedom
Kolmogorov-Smirnov Test
Fisher Test
Significance
Significance
23
0.262
0.001
6.71
0.013
23
0.214
0.008
23
0.112
>0.2
9.063
0.004
23
0.178
0.057
According to the table, statistical value of U-MannWhitney test is 48 and its statistical significance is
less than 0.05. Therefore, facilitation of cognitive
strategies is confirmed, resulting in affirmation of
the primary hypothesis of the research.
Second Hypothesis
MSLQ facilitates students’ meta-cognitive
strategies. The required postulations for T-test are
represented in table number 5. In table number 3,
statistical significance of normalizing test for the
monitored and experimental groups are more
than 0.2 and 0.057 respectively.
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According to the table, statistical value of
the T-test is -4.295 and its statistical significance
is less than 0.05. Therefore, effect of metacognitive strategies is confirmed, resulting in
affirmation of the second hypothesis of the
research.
Discussion and Conclusion
The results of this study show that MSLQ affects
students’ cognitive strategies. This finding is
directly connected with Weinstein’s and Hume’s
study (1998). They believe that learning skills
might affect students’ cognitive strategies.
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Tabatabaei S., The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills
Table 4. Medium Difference of Cognitive Strategies in Pre-Tests and Post-Tests
Median
Difference of
Median
U-Mann-Whitney
Domain
Cognitive
Difference
Test
Strategies
Monitored Group
-2
29
Cognitive
48.000
Strategies
Experimental Group
4
22
Table 5. Average Difference of Meta-Cognitive Strategies
Degree
Average Difference of
Average
Standard
of
Meta-Cognitive
Differen
Deviation Freedo
Strategies
ce
m
Monitored
-0.696
3.052
MetaGroup
Cognitive
32.443
Experimen
Strategies
5.391
6.073
tal Group
Ghavamabadi’s research (1997) shows that
learning skills should facilitate students’
comprehension skills, scheduling schemes and
time adaptation, problem solving procedures and
cognitive strategies.
Cognitive strategies are methods to
manage learning, recall and thinking. These
management techniques cause cognitive goals
including ‘understanding data’ and ‘meaningful
learning’ to realize through successful information
processing (Recker, Reijers, Hajo & Sander, 2014)
and applying effective techniques in learning
(Bermingham, Rabert & Michel, 2013) (Schleifer,
2009 cited in Ghanbaritalab and Fouladchang,
2015)
The main objective of cognitive strategies
must be education of independent learners who
can monitor their learning skills through
utilization of motivated strategies as educational
facilitative interfaces of students’ educational
cognizance.
David Strong (2014) showed in a research
that cognitive strategies affect students’ scores in
standard tests. More proficient students use
various types of cognitive strategies and show
more perseverance and usually progress more
compared to other students (Ghanbaritalab and
Fouladchang, 2015).
Pintrich’s theory regards cognitive
strategies as intelligent behaviors, thinking or
activity whose objective is to facilitate
organization, storage, recovery and most
importantly acquisition of knowledge.
The results of this study depict that MSLQ
affect students’ meta-cognitive strategies. This
finding is in correlation with the findings of the
studies represented in this part of the research.
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TTest
Statistical
Significance
4.295
0.001
Statistical
Significance
No.
0.001
46
Confidence Interval
(95 Percent)
Supremum
Infimum
-3.202
-8.972
No.
46
Nunez’s study (2011) depicts that self-regulative
students acquire higher levels of educational
advancement in acquisition of meta-cognitive
skills. Karashki’s study (2002) indicates that those
exams which are based on learning skills facilitate
students’ comprehension, meta-cognitive and
educational advancement.
In a study, Abedini, Bagherian and
Kadkhodaei (2010) revealed that there is a
causative
relationship
between
learning
strategies and motivational variables; learners
with a positive attitude and internal motivation
use learning strategies more than learners with a
negative attitude and external motivation
(Ghanbaritalab and Fouladchang, 2015).
In other words, self-regulative and
successful students are those students who
monitor their learning skills through utilization of
meta-cognitive methodologies. Therefore, metacognitive strategies acquire a determining role in
students’ educational advancement. Those
students who lack such strategies will have low
level educational performance and advancement.
The findings of this study revealed that there is a
significant
positive
correlation
between
metacognitive awareness and educational
performance of students. These findings are in
accord with the findings of Aure (2013), Ayyub
Khan and Ahmad Khan (2013), Rahman et. al.,
(2010) and Delavar et. al (2012). It can be said that
the more cognitive awareness a person has, the
better they learn and the better they memorize
and recall information, and therefore, they will
have a better performance (Portaherian, Khosravi
and Mohamadifar, 2014). As Kahraman and
Sungur (2012) noted, if students study to learn
and understand, they highly tend to utilize
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Tabatabaei S., The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills
metacognitive strategies that raises learning
motivation in them (Portaherian, Khosravi and
Mohamadifar, 2014). Researchers found that
teachers can help their students to be more
successful and play a more active role in their
educational destiny (Marufi, Kord Noghabi, Saed
Mucheshi, 2014). For instance, findings of Samadi
and Davaei’s (2011) study revealed that cognitive,
metacognitive and motivational strategies can
predict educational progress in students
(Mesrabadi and Erfani Adab, 2014).
Generally, the main difference of the
present study with previous ones is the fact that
the former studies cognitive and meta-cognitive
processes as sectors of a well-connected network.
These
processes
include
educational
programming and objectives, data analysis,
learning strategies, cognition, meta-cognition,
motivation,
problem
solving
schemes,
examination preparation, and attentive measures
and coping strategies against examination
anxieties.
Another distinguishing characteristic of
the present study is its proposition of MSLQ. This
procedure includes an educational inset that
distances itself from a teacher-based class and
approximates its strategies towards group
collaborations and self-regulative education.
Furthermore, the present study could be regarded
as a commingling of Nunez’s (2011), Bonner’s
studies and cognitive and meta-cognitive theories.
With regard to the direct relationship
between using motivational strategies and
cognitive and metacognitive strategies of students
and the fact that metacognitive awareness is
achievable, institutionalizing utilization of these
strategies by the educational system could
enhance educational performance of students
(Derakhshan and Teimuri, 2015). In fact, instead
of focusing on the bulk of learning for learners,
more attention should be paid to methods to
improve motivation, cognitive and metacognitive
skills.
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