Self-report questionnaires, such as

Self-report questionnaires, such as the MSLQ or other instruments developed
from a SAL perspective, can provide information about student
motivation in the college classroom as well as general capabilities for selfregulation.
The key issues for assessment really revolve around questions
of construct validity, which include the theoretical and conceptual definition
of the construct and the adequacy of the empirical evidence that is
offered in support of the instrument (Pintrich et al., 2000). Without a strong
framework it is very difficult to interpret the empirical evidence regarding
the reliability and validity of the instrument (Messick, 1989; Pintrich et al.,
2000). This caution is important for all models and instruments regardless
of whether they were developed under either a SRL or SAL perspective.
The proposed model of self-regulation does provide a conceptual
model of college student motivation and regulation that is based in a psychological
analysis of academic learning. In addition, there is fairly wide empirical
support from both laboratory and field-based studies for SRL models
of this type (Pintrich, 2000b). The model should provide guidance and
support for the evaluation of the empirical evidence in relation to the construct
validity of assessment instruments such as self-report questionnaires
as well as other types of measures of self-regulated learning. This should be helpful in developing valid assessments of college student motivation and
self-regulated learning.
Beyond the assessment issues, the model does propose constructs that
overlap with some constructs that are derived from SAL models. As noted
earlier, some of the cognitive and behavioral self-regulatory strategies in
Table I overlap with constructs from the SAL models. In addition, the
model shares some basic assumptions with SAL models about the constructivist
nature of learning and the important mediational role of student motivation
and self-regulation. However, it differs from some SAL models by
suggesting a much more differentiated and detailed framework for understanding
student motivation and learning. It proposes many different constructs,
strategies, and tactics in contrast to a more general SAL framework
that includes more general constructs and approaches to learning.

Kết quả (Anh) 1:

Self-report questionnaires, such as the MSLQ or other instruments developedfrom a SAL perspective, can provide information about studentmotivation in the college classroom as well as general capabilities for selfregulation.The key issues for assessment really revolve around questionsof construct validity, which include the theoretical and conceptual definitionof the construct and the adequacy of the empirical evidence that isoffered in support of the instrument (Pintrich et al., 2000). Without a strongframework, it is very difficult to interpret the empirical evidence regardingthe reliability and validity of the instrument (Messick, 1989; Pintrich et al.,2000). This caution is important for all models and instruments regardlessof whether they were developed under either a SRL or SAL perspective.The proposed model of self-regulation does provide a conceptualmodel of college student motivation and self-regulation that is based in a psychologicalanalysis of academic learning. In addition, there is fairly wide;support from both laboratory and field-based studies for SRL modelsof this type (Pintrich, 2000b). The model should provide guidance andsupport for the evaluation of the empirical evidence in relation to the constructvalidity of assessment instruments such as self-report questionnairesas well as other types of measures of self-regulated learning. This should be helpful in developing valid assessments of college student motivation andself-regulated learning.Beyond the assessment issues, the model does propose constructs thatoverlap with some constructs that are derived from SAL models. As notedearlier, some of the cognitive and behavioral self-regulatory strategies inTable I overlap with constructs from the SAL models. In addition, thethe model shares some basic assumptions with SAL models about the constructivistnature of learning and the important mediational role of student motivationand self-regulation. However, it Differens from some SAL models bysuggesting a much more differentiated and detailed framework for understandingStudent motivation and learning. It proposes many different constructs,strategies, and tactics, in contrast to a more general SAL frameworkthat includes more general constructs and approaches to learning.

Kết quả (Anh) 2:

Self-report questionnaires, như the MSLQ or other instruments Developed
from a SAL perspective, can cung information about student
motivation in the classroom as well as general college Capabilities for selfregulation.
The key issues really Revolve around questions presented for assessment
of construct validity, mà the theoretical and conceptual include definition
of the construct and the adequacy of the empirical Evidence nằm
Offered in support of the instrument (Pintrich et al., 2000). Without a strong
framework to interpret it is very khó the empirical Evidence Regarding
the reliability and validity of the instrument (Messick, 1989; Pintrich et al.,
2000). This caution is Important for all models and instruments regardless
of nếu They were Developed under hoặc a SAL SRL or perspective.
The proposed model of self-regulation does cung a conceptual
model of college student motivation and regulation nằm based in a Psychological
analysis of academic learning. In to addition, there is fairly wide empirical
support from laboratory and field-based cả studies for SRL models
of this type (Pintrich, 2000b). The model shouldnt cung guidance and
support for the evaluation of the empirical Evidence in relation to the construct
validity of assessment instruments self-report questionnaires như
as well as other types of self-regulated learning of the measure. This nên helpful in Developing valid assessments of college student motivation and
self-regulated learning.
Beyond the assessment issues, the model does Propose constructs mà
overlap with some constructs derived from SAL được models. As noted
earlier, some of the Cognitive and behavioral self-Regulatory Strategies in
Table I overlap with constructs from the SAL models. In to addition, the
basic model assumptions with SAL Shares some models about the constructivist
nature of learning and the role of student motivation trọng mediational
and self-regulation. Tuy nhiên, it Diff from SAL some models by
suggesting a much more detailed framework for understanding Differentiated and
student motivation for learning. It proposes many khác constructs,
Strategies, and tactics in contrast to a more general framework SAL
mà includes more general constructs and Approaches To Learning.