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

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.