Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
3,
N
o
.
4
,
D
ecem
b
er 20
1
4
, pp
. 20
5~
21
0
I
S
SN
: 225
2-8
8
2
2
2
05
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Student Motivation and Learning St
rategies of Students
from US
A, China and Banglad
e
sh
Quamrul Maz
u
mder
Department o
f
C
o
mputer Scie
n
c
e, Eng
i
neering, & Ph
y
s
ics
Universit
y
of
Mi
chigan
- Flin
t,
Fl
int,
Michig
an,
USA
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
May 5, 2014
Rev
i
sed
Sep
t
20
, 20
14
Accepted Oct 26, 2014
To better und
ers
t
and th
e motivation and str
a
teg
i
es used b
y
stud
ents around
the world
,
a
comparative stud
y
among three different
cou
n
tries was
performed.
Th
e curren
t
stud
y
u
s
ed th
e Motivated Strategies fo
r Learning
Questionnair
e (MSLQ) questionnaire to
collect responses from students in
public
and private univ
e
rsities of Banglad
es
h. T
h
e res
u
lts
were
als
o
us
ed t
o
com
p
are th
e d
i
fferen
ces
b
e
tw
een pub
lic
an
d privat
e un
iv
ers
iti
es
of
Banglad
es
h,
as
t
h
ere
is
a n
a
t
i
ona
l deb
a
te
on th
e q
u
ality
of
these
two ty
p
e
s of
universities in Banglad
esh.
The number of stude
nts that particip
ated in this
stud
y
was 164
with 143 fro
m private univ
e
rsities and 21
from public
universities.
The number of
lower res
ponses from public univ
e
rsities may
b
e
an indicator of their lack of mot
i
vati
on to par
tic
ipat
e in this stud
y. MSLQ
questionnaires have been used and adap
ted b
y
u
n
iversities acros
s the world
as a valid instr
u
m
e
nt to m
easure the lev
e
l of m
o
tivation and
the le
arning
process. Th
e
survey
consists of
18 questions
to evaluate motivation and
learn
i
ng s
t
rat
e
gi
es
. Th
ere was
n
o
s
i
gnific
a
nt di
f
f
erenc
e
be
tween
public
and
private universities in Banglades
h in most
of the
categories
.
However, some
differen
ces wer
e
observed
among thes
e three
coun
tries ind
i
cating that
students from d
i
fferen
t
geograp
hical regi
ons may
h
a
ve different levels of
m
o
tivation
and
l
earn d
i
ffer
e
ntl
y
.
Keyword:
B
a
ngl
a
d
esh
En
gagem
e
nt
Learni
ng
St
rat
e
gi
es
Mo
tiv
atio
n
MSLQ
Copyright ©
201
4 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Quam
rul Mazum
d
er,
Depa
rt
m
e
nt
of
C
o
m
put
er Sci
e
nce,
En
gi
nee
r
i
n
g
&
Phy
s
i
c
s
,
Un
i
v
ersity of
Mich
ig
an -
Flin
t,
303
E.
Kearsley St, Flint, M
I
48502.
Em
a
il: q
m
azu
m
d
e@u
m
flin
t.
ed
u
1.
INTRODUCTION
A l
a
r
g
e
bo
dy
o
f
p
r
e
v
i
o
us re
se
arch
was c
o
nd
uct
e
d t
o
u
n
d
er
st
and t
h
e rel
a
t
i
ons
hi
p bet
w
ee
n m
o
t
i
v
at
i
o
n
and l
e
a
r
ni
ng
st
rat
e
gi
es o
f
st
u
d
ent
s
. A
n
i
n
di
vi
d
u
al
st
u
d
ent
’
s l
e
vel
of
m
o
t
i
vat
i
on m
a
y
depen
d
up
o
n
hi
s
or
her
back
g
r
o
u
n
d
,
p
e
rspect
i
v
e
an
d
perce
p
t
i
o
n
of t
h
e
wo
rl
d a
r
ou
nd
t
h
em
. Fo
r
exam
pl
e, som
e
st
ude
nt
s m
a
y
have
a
t
h
i
r
st
fo
r k
n
o
w
l
e
dge an
d t
h
ei
r
rol
e
i
n
t
r
ans
f
o
r
m
i
ng t
h
e worl
d an
d ot
he
rs m
a
y
be
m
o
t
i
v
at
ed by
t
h
e p
r
os
p
ect
of
g
a
in
ing
m
ean
in
gfu
l
em
p
l
o
y
men
t
in
th
eir fi
eld
.
Th
e lev
e
l
o
f
m
o
tiv
atio
n
is critical to
su
ccess as a h
i
g
h
e
r lev
e
l
of m
o
t
i
v
at
i
on t
o
ac
hi
eve a
g
o
a
l
hel
p
s t
h
e st
ude
nt
st
ay
f
o
c
u
se
d an
d
o
v
erc
o
m
e
chal
l
e
nge
s i
n
t
h
ei
r pat
h
.
B
o
t
h
i
n
t
r
i
n
si
c a
nd e
x
t
r
i
n
si
c l
e
vel
s
of m
o
t
i
v
at
i
on i
s
im
port
a
nt
fo
r
t
h
e de
vel
o
pm
ent
an
d ac
hi
ev
em
ent
of i
n
di
v
i
dua
l
goal
s
.To
succ
e
e
d i
n
hi
ghe
r e
ducat
i
o
n,
a st
u
d
ent
m
u
st
de
v
e
l
op a
hi
ghe
r l
e
vel
o
f
m
o
t
i
v
at
i
on t
o
war
d
s
l
earni
ng
and
de
vel
o
p a
p
pr
o
p
ri
at
e st
rat
e
gi
es t
o
achi
e
ve
t
h
ei
r i
ndi
vi
d
u
a
l
goal
s
.
A st
udy
t
o
c
o
m
p
are ho
w
t
h
e
m
o
t
i
v
at
i
onal
a
n
d
l
ear
ni
n
g
st
r
a
t
e
gi
es o
f
st
u
d
e
nt
s
fr
om
di
ffe
rent
c
o
unt
ri
es
wou
l
d h
e
l
p
in
u
n
d
e
rstand
ing
h
o
w st
u
d
en
ts
fro
m
d
i
ffere
n
t
cu
ltu
res learn
an
d id
en
tify th
e qu
alities th
at wou
l
d
hi
g
h
l
i
ght
t
h
ei
r
st
ren
g
t
h
s
wi
t
h
re
spect
t
o
l
earni
ng
.
T
h
is
study c
o
m
p
ares students
from
Banglades
h with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
205 –
210
20
6
st
ude
nt
s fr
om
Am
eri
ca and C
h
i
n
a. T
h
e st
u
d
ent
sam
p
l
e
s from
B
a
ngl
ade
s
h we
re col
l
e
c
t
ed fr
om
bot
h pu
bl
i
c
an
d priv
ate
un
iv
ersities.
A
to
tal o
f
164 stu
d
e
n
t
s fro
m
eig
h
t
p
r
i
v
ate u
n
i
v
e
rsities and
tw
o
p
u
b
lic u
n
i
v
e
rsities in Ban
g
l
ad
esh
were ask
e
d
to co
m
p
lete
th
e MSLQ surv
ey. Th
is surv
ey h
a
s 8
1
item
s
wh
ich
h
e
l
p
s in
assessi
ng
th
e
m
o
ti
vat
i
onal
o
r
i
e
nt
at
i
ons a
n
d
t
h
e use of di
ffe
rent
l
earni
n
g
st
rat
e
gi
es o
f
t
h
e st
udent
s
.
The M
S
LQ s
u
rvey
i
n
cl
ude
s si
x m
o
ti
vat
i
on sca
l
es and ni
ne l
earni
ng st
rat
e
gy scales. Each ite
m is graded on a Likert
scale
bet
w
ee
n
1 a
n
d
7.
The
de
scri
pt
i
v
e st
at
i
s
t
i
c
s an
d i
n
de
pen
d
e
nt
sam
p
l
e
t
-
t
e
st
were
pe
rf
or
m
e
d usi
ng t
h
e
SPS
S
statistical tool to a
n
alyze and s
u
mmarize the s
t
ude
nts’
res
p
onses.
Back
ground
Un
til th
e
19
60s, th
e v
i
ews
of
h
u
m
an
learnin
g
,
m
o
tiv
atio
n
an
d ach
iev
e
men
t
were fo
cu
sed
o
n
th
e
co
nd
itio
n
i
ng
an
d
learn
i
n
g
o
f
en
v
i
ron
m
en
tal v
a
riab
les
after wh
ich
th
e
focu
s sh
ifted
t
o
ward
s co
gn
ition
with
psychological theories
and research
[2
].
In
th
e
19
60
s,
th
e in
stru
m
e
nt
com
m
onl
y
used
fo
r m
easuri
n
g
envi
ronm
ental press
was The College Cha
r
acteristics I
ndex
.
Th
e v
a
riables in
th
e Co
lleg
e
Ch
aracteristics
In
de
x co
ul
d
p
r
im
ari
l
y
m
easure t
h
e
perce
p
t
i
on
o
f
en
vi
r
o
n
m
ent
a
l
press a
nd i
n
t
e
l
l
ect
ual
and
n
o
n
-
i
n
t
e
l
l
ect
ual
clim
ate, using critical ratios and “t” statistics [3].
The
recent tools a
r
e
m
o
re focus
e
d on m
easuring the
t
echni
q
u
es t
h
at
st
udent
s u
s
e t
o
st
udy
an
d l
earn ne
w t
h
i
n
gs
. The sel
f
-
r
eg
u
l
at
ed l
earni
n
g
com
pone
nt
s seem
t
o
have
a higher im
pact
on
the stude
nts’ perform
a
nce
leve
l than t
h
e m
o
tivational belie
fs
[4]. The m
o
st recent
an
d
wid
e
ly u
s
ed
to
o
l
is th
e Mo
tiv
ated
Strateg
i
es fo
r Learn
i
n
g
Qu
estionn
aire wh
ich
is u
s
ed
to
assess th
e
m
o
ti
vat
i
onal
or
i
e
nt
at
i
ons a
n
d t
h
e
use
of
l
ear
ni
ng
st
rat
e
gi
es
b
y
st
ude
nt
s
[5]
.
Not
m
a
ny
st
ud
i
e
s have
been
do
ne c
o
m
p
ari
n
g t
h
e east
e
r
n
a
nd
west
er
n cul
t
ure i
n
fl
ue
nce
on st
ude
nt
s
and their m
o
tivational
and l
earni
ng strate
gies. T
h
e
re
sea
r
ch done
by J
e
ssie Ho, et a
l
[6] s
h
ows that the
resp
o
nde
nt
s
fr
om
C
h
i
n
a an
d
A
u
st
ral
i
a
di
d
not
ha
ve m
u
ch
di
ffe
re
nce i
n
t
e
rm
s of t
h
e
“conce
p
t
u
al
m
eani
n
g
attach
ed
to
all self-lead
ersh
i
p
factors [6
]. Th
e self-r
eg
u
l
ated
learn
i
ng
in
clud
es asp
ect
s su
ch
as cogn
itio
n,
i
ndi
vi
dual
m
o
t
i
v
at
i
on a
n
d
go
al
di
rect
ed
be
h
a
vi
o
r
[
7
]
,
[8]
,
[
9
]
.
T
h
ese sel
f
-
r
eg
ul
at
ed l
ear
n
i
ng c
o
m
pone
nt
s va
ry
fr
om
st
udent
t
o
st
ude
nt
an
d
t
h
e need t
o
un
de
rst
a
n
d
i
t
i
s
even m
o
re
im
port
a
nt
bec
a
use o
f
t
h
e ra
pi
dl
y
expa
n
d
i
n
g
ope
n e
ducat
i
o
n sy
st
em
, whi
c
h co
ul
d i
n
cl
u
d
e st
u
d
ent
s
fr
om
al
l
aro
u
nd t
h
e
wo
r
l
d. T
h
ere
al
so
seem
s
to
b
e
a
po
sitive co
rrelatio
n
between
t
h
e rel
e
v
a
n
c
e of th
e
su
bj
ect
o
r
its co
n
t
en
t and
a st
u
d
e
n
t
’s i
n
terest. Th
e
l
earni
n
g
p
r
oce
ss ha
s a
st
r
o
n
g
rel
a
t
i
ons
hi
p
bet
w
ee
n m
o
t
i
v
at
i
on a
n
d
rel
e
vance
[
1
0]
. M
a
ny
di
sc
ussi
on
s ha
v
e
been
d
one
reg
a
rdi
ng t
h
e way
i
n
whi
c
h o
n
l
i
ne l
ear
ni
n
g
ca
n be
use
d
f
o
r t
h
e del
i
v
e
r
y
o
f
t
r
ai
ni
n
g
, asses
s
m
e
n
t
an
d
sup
port [11
]
. Scien
tists are also
work
i
n
g
on
p
r
o
v
i
d
i
ng so
lu
tion
s
for th
e im
p
l
e
m
en
ta
tio
n
of self-organ
izin
g
an
d
self-su
s
tain
ing
syste
m
s i
n
th
e op
en
ed
ucatio
n
env
i
ro
nm
en
t [1
2
]
.
W
i
t
h
all th
is set, it
is v
ital
to
u
nderstand
the students ac
ross t
h
e
globe
better.
It
will alm
o
st becom
e
a necessity fo
r students t
o
be self-re
gulated a
nd
inde
pende
n
t learne
rs in
order
to m
e
e
t
the new academ
ic
challenges that the online e
n
vironm
ent woul
d requi
re
[1
3]
. M
a
ny
au
t
h
o
r
s
[1
4]
,
[1
5
]
, [1
6]
have
a
g
ree
d
t
o
t
h
e
f
act
s t
h
at
by
m
a
ki
n
g
t
h
e t
eac
hers
u
n
d
erst
a
n
d t
h
e
l
earni
n
g
st
y
l
es and
st
rat
e
gi
es
of st
ude
nt
s, t
h
e l
earni
n
g
e
x
p
e
ri
ence
fo
r st
u
d
ent
s
c
o
ul
d
be
m
a
de very
e
f
f
ect
i
v
e.
There
f
ore, i
t
i
s
very
im
port
a
n
t
t
o
com
p
are and st
udy
t
h
e m
o
t
i
v
at
i
on a
n
d l
earni
ng st
rat
e
g
i
es of st
u
d
ent
s
from
d
i
fferen
t
cou
n
t
ries as it will h
e
lp
in
und
erstan
d
i
n
g
t
h
e effects o
f
d
i
v
e
rse cultu
ral b
a
ck
groun
d
s
and
exp
e
rien
ces
o
n
stud
en
t learn
i
ng
[1
]. In
stitu
tes also
n
e
ed to
un
dersta
n
d
th
is b
e
tter in
o
r
d
e
r t
o
redu
ce th
e attritio
n
rate of
stude
nts
with i
n
creasi
n
g aca
de
m
i
c dem
a
nds.
2.
R
E
SEARC
H M
ETHOD
This wa
s a cross sectional s
t
udy aim
e
d at
identif
ying
th
e statistical
ly si
gni
ficant MSL
Q
scale for
st
ude
nt
s
fr
om
B
a
n
g
l
a
des
h
,
Am
eri
ca and
C
h
i
n
a.
F
o
r t
h
i
s
p
u
r
p
ose,
t
h
e
M
o
t
i
v
at
ed
St
rat
e
gi
es
fo
r L
earni
ng
Quest
i
on
nai
r
e
i
s
use
d
t
o
asse
ss st
u
d
e
n
t
s
’ m
o
t
i
v
at
i
o
n
a
l
o
r
i
e
nt
at
i
ons
an
d
use
of
di
ffe
ren
t
l
earni
n
g
st
rat
e
gi
es
t
h
r
o
u
g
h
t
h
ei
r
c
o
u
r
se
of
e
duca
t
i
on.
The
q
u
est
i
on
nai
r
e c
o
ns
ists o
f
a to
tal
o
f
8
1
ite
m
s
o
f
which
31
item
s
assess
g
o
a
ls an
d
v
a
l
u
e b
e
liefs, 31
item
s
are u
s
ed
to
assess th
e u
s
e
o
f
d
i
fferen
t
cog
n
itiv
e and
m
e
taco
gn
itiv
e strateg
i
es
and a
not
her
19 i
t
e
m
s
t
h
at
are used t
o
assess st
ude
nt
m
a
nagem
e
nt
of di
ffe
ren
t
resou
r
ces [
1
7]
. The
q
u
e
stio
nn
aire
was co
m
p
leted
b
y
stud
en
ts fro
m
b
o
t
h
pu
b
lic and
private u
n
i
v
e
rsities in
Ban
g
l
ad
esh
.
Th
e
resp
o
n
ses we
r
e
m
easured o
n
a 7 poi
nt
Li
k
e
rt
scal
e. A t
o
t
a
l
of 16
4 st
ud
ent
s
part
i
c
i
p
at
ed i
n
t
h
i
s
st
ud
y
from
Ban
g
l
ad
esh
o
f
wh
ich
14
3
st
u
d
e
n
t
s are from th
e eig
h
t
p
r
i
v
ate un
iv
ersities an
d
2
1
st
u
d
en
ts are fro
m
t
h
e two
public universities. Figure
1 represen
ts the distribution
of re
sponde
nts
in each of the public and
pri
v
ate
u
n
i
v
e
rsities.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
ISS
N
:
2252-8822
St
u
d
ent
Mot
i
v
a
t
i
on an
d Lea
r
n
i
ng St
r
a
t
e
gi
es of
St
ude
nt
s
f
r
o
m
USA
,
C
h
i
n
a …
..
(
Q
ua
mr
ul
Maz
u
m
d
er)
20
7
Fig
u
r
e
1
.
Nu
mb
er of
Resp
onden
t
s Repor
ted
b
y
Stud
en
ts
Th
is d
a
ta
fro
m
th
e un
iv
ersities was co
m
p
ared
to
t
h
e respo
n
s
es of th
e
stu
d
e
n
t
s fro
m
America and
C
h
i
n
a as c
o
l
l
ect
ed by
Ni
ng
Fan
g
an
d Xi
ul
i
Zhao
[1]
.
Ni
ng
Fan
g
an
d
Xi
ul
i
Zha
o
s
u
r
v
ey
ed
10
9 s
o
p
hom
or
e
en
g
i
n
eeri
n
g
stu
d
e
n
t
s fro
m
Am
erican
an
d Ch
in
ese
Un
i
v
ersities. Sev
e
n
t
y o
n
e
stud
en
ts fro
m
Utah State
Un
i
v
ersity (USU) in
t
h
e
Un
ited
States and
38 fro
m
Beij
in
g Fo
restry Un
i
v
ersity
(BFU) resp
ond
ed
to
th
e sa
me
M
S
LQ s
u
r
v
ey
and a
r
e
rat
e
d
on t
h
e sam
e
Li
kert
scal
e f
r
o
m
1 t
o
7. T
h
e st
udy
al
so
g
i
ves t
h
e
descri
pt
i
v
e
statistics an
d
i
n
d
e
p
e
n
d
e
n
t
sam
p
le t-tests o
n
wh
ich th
e an
alysis was
d
o
n
e
. In
bo
th cases, with th
e d
e
scrip
tiv
e
statistics an
d
i
n
d
e
p
e
n
d
e
n
t
sam
p
le t-tests resu
lts, th
e
MSLQ scale, wh
i
c
h
is statistically sig
n
i
fican
t, was
identified (p<
0
.05) and c
o
m
p
ared.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
Th
e
d
e
scri
p
tive statistics an
d
th
e i
n
d
e
p
e
nd
en
t sam
p
le t-tests resu
lts fo
r t
h
e
p
r
iv
ate and
pub
lic
u
n
i
v
e
rsities in Ban
g
l
ad
esh
were calcu
lated
u
s
i
n
g
t
h
e SPSS statistical
to
o
l
. Th
e d
e
scrip
tiv
e statistics an
d
in
d
e
p
e
nd
en
t sa
m
p
le t-tests
for th
e Am
eri
can
and
Ch
inese stude
nts [1] indicate
a significa
nt
differe
n
ce
bet
w
ee
n C
h
i
n
e
s
e and Am
eri
can st
ude
nt
s in three m
o
tivation scales and si
x l
earni
ng st
rat
e
gi
es. The
American
stu
d
e
n
t
s sco
r
ed
si
g
n
i
fican
tly h
i
gh
er th
an
t
h
e C
h
in
ese stud
en
ts in
t
h
e m
o
tiv
atio
nal scales, n
a
m
e
ly, ex
trin
sic
goal
o
r
i
e
nt
at
i
o
n
,
co
nt
r
o
l
o
f
l
earni
ng
be
l
i
e
fs and
one
l
earni
n
g
st
ra
t
e
gy
refer
r
e
d
t
o
as “Tim
e/
St
udy
envi
ro
nm
ent
”
. The st
ude
nt
s
fr
om
C
h
i
n
a w
e
re bet
t
e
r t
h
an
t
h
e Am
eri
can
st
ude
nt
s i
n
fi
ve l
ear
ni
n
g
st
r
a
t
e
gy
scales, n
a
m
e
l
y
. Reh
earsal,
o
r
g
a
n
i
zatio
n
,
critical th
in
k
i
n
g
, tim
e
/
stu
d
y
en
v
i
ron
m
en
t,
m
e
taco
g
n
itive self-
reg
u
l
a
t
i
on a
n
d
peer l
e
a
r
ni
ng
[1]
.
T
h
e i
n
de
p
e
nde
nt
t
-
t
e
st
s
of t
h
e st
u
d
e
n
t
s
i
n
B
a
n
g
l
a
des
h
sh
ow t
h
at
t
h
e
r
e i
s
a
sig
n
i
fican
t
d
i
fferen
ce b
e
tween
p
r
i
v
ate
and
p
u
b
lic
u
n
i
v
e
rsities in
Ban
g
l
ad
esh on
ly with respect to
or
ga
ni
zat
i
on.
Table 1 and
Table 2 show the de
scri
ptive statis
t
i
c
s of
st
ude
nt
s
fr
o
m
A
m
eri
ca, Chi
n
a
[1]
,
a
n
d
Bangla
d
esh. T
h
e scales
which
have
a significant differe
n
ce statistical
ly c
o
u
l
d
b
e
id
en
tified
with
scales
h
a
vi
ng
a
p
va
lu
e
l
e
ss t
h
an
0
.
0
0
5
.
Tab
l
e 1
gi
ves
t
h
e
m
ean an
d st
a
n
dar
d
de
vi
at
i
on
val
u
es
o
f
t
h
e
M
S
LQ scal
es
.
IUBAT
Norther
n
M
a
narat
U
LAB
E
astern
BRAC
Daffodi
l
NSU
DU BAU
Private
6
2
1
5
9
1
11
21
0
3
3
0
0
Pu
b
lic
00
00000
0
1
1
1
0
0
10
20
30
40
50
60
70
No.
of
Respondants
Private
Public
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
205 –
210
20
8
Tabl
e
1.
Desc
ri
pt
i
v
e St
at
i
s
t
i
c
s
of
St
u
d
e
n
t
s
f
r
o
m
USA, C
h
i
n
a
an
d B
a
ngl
a
d
es
h
MSLQ
Scales
Am
er
ican Students
(
n
= 71)
Chinese students
(
n
=38)
Bangladesh Private
(
n
=143)
Bangladesh Public
(
n
=21)
Mean
SD
Mean
SD
Mean
SD
Mean
SD
I
n
tr
insic goal or
ientation
4.
59
1.
06
4.
83
1.
1
5.
06
1.
38
5.
3
0.
69
E
x
tr
insic goal or
ientation
5.
22
1.
21
4.
61
1.
25
5.
18
1.
38
5.
2
1.
17
T
a
sk value
5.
52
1.
28
4.
75
0.
91
5.
43
1.
2
5.
6
0.
75
Contr
o
l of lear
ning
beliefs
5.
77
1.
13
4.
6
0.
98
5.
3
1.
31
5.
51
0.
94
Self
-ef
f
i
cacy f
o
r le
arning
&
per
f
orm
a
nce
5.
17
1.
24
4.
95
0.
96
5.
21
1.
17
5.
17
0.
69
T
e
st
anxiety
3.
77
1.
66
3.
96
1.
42
4.
62
1.
43
4.
78
1.
36
Rehear
sal
3.
81
1.
13
4.
38
1.
14
5.
29
1.
12
5.
73
0.
76
E
l
abor
ation
4.
35
1.
04
4.
43
0.
91
5.
21
1.
13
5.
48
0.
78
Or
ganization 3.
87
1.
39
4.
81
1.
23
5.
17
1.
24
5.
63
0.
6
Cr
itical T
h
inking
3.
54
1.
33
4.
59
1.
5
5.
03
1.
06
5.
15
0.
63
Metacognitive self-
r
e
gulation
4.
14
0.
73
4.
5
0.
83
4.
87
0.
97
4.
97
0.
65
T
i
m
e
/Study
envir
o
n
m
ental
m
a
nagem
e
nt
4.
78
0.
93
4.
32
0.
51
4.
98
0.
98
5
0.
7
E
ffor
t
r
e
gulation
4.
73
0.
65
4.
61
0.
67
4.
9
1.
1
4.
73
1.
02
Peer
lear
ning
3.
23
1.
68
4.
25
1.
21
5.
19
1.
23
4.
95
1.
15
Tabl
e
2.
In
de
p
e
nde
nt
Sam
p
l
e
t
-
t
e
st
s f
o
r
Am
eri
can,
C
h
i
n
es
e students a
n
d
for
pri
v
at
e and
p
u
b
lic un
iversi
ty
st
ude
nt
s i
n
B
a
ngl
a
d
es
h
MSLQ
Scales
I
ndependent sam
p
le t-
tests for
A
m
er
ican
and Chinese stude
nts
I
ndependent sam
p
le t-
tests for P
r
ivate
and
Public univer
s
ity
s
t
udents in Banglad
esh
t
Df
p SE
t
df
p SE
I
n
tr
insic goal or
ientation
-
1
.
1
107
0.
275
0.
11
-
1
.
23
48.
32
0.
224
0.
17
E
x
tr
insic goal or
ientation
2.
51
107
0.
014
0.
24
-
0
.
06
162
0.
952
0
T
a
sk value
3.
67
98.
8
0.
000
0.
35
-
0
.
65
162
0.
517
0.
05
Contr
o
l of lear
ning
beliefs
5.
38
107
0.
000
0.
46
-
0
.
68
162
0.
495
0.
05
Self
-ef
f
i
cacy f
o
r le
arning &
per
f
orm
a
nce
0.
97
107
0.
333
0.
09
0.
29
39.
66
0.
771
0.
03
T
e
st
anxiety
-
0
.
58
107
0.
564
0.
06
-
0
.
49
162
0.
624
0.
04
Rehear
sal
-
2
.
52
107
0.
013
0.
24
-
1
.
73
162
0.
086
0.
13
E
l
abor
ation
-
0
.
4
107
0.
691
0.
04
-
1
.
04
162
0.
298
0.
08
Or
ganization -
3
.
52
107
0.
001
0.
32
-
2
.
71
50.
03
0.
009
0.
36
Cr
itical T
h
inking
-
4
.
21
107
0.
000
0.
38
-
0
.
73
39.
26
0.
472
0.
12
Metacognitive self-regulation
-2.35
107
0.
021
0.
22
-
0
.
48
162
0.
635
0.
04
T
i
m
e
/Study
envir
o
n
m
ental
m
a
nagem
e
nt
3.
29
106.
9
0.
001
0.
3 -
0
.
04
162
0.
965
0.
01
E
ffor
t
r
e
gulation
0.
93
73.
7
0.
354
0.
11
0.
61
162
0.
541
0.
05
Peer
lear
ning
-
3
.
68
97.
9
0.
000
0.
35
0.
92
162
0.
361
0.
06
Table 2 indica
tes that the there is a signifi
cant di
ffere
n
ce
across all students
only wit
h
res
p
ect to
or
ga
ni
zat
i
on
whi
c
h
deal
s
wi
t
h
st
rat
e
gi
es
t
h
at
hel
p
st
u
d
ent
s
sel
ect
a
p
p
r
op
ri
at
e i
n
f
o
rm
at
i
on an
d
con
s
t
r
uct
con
n
ect
i
o
ns a
m
ong t
h
e
i
n
f
o
r
m
at
i
on t
o
be l
earne
d
[1
7]
.
T
h
e a
v
era
g
e
val
u
es
fo
r
or
ga
ni
zat
i
on i
s
m
u
ch
hi
g
h
e
r
for students i
n
Bangladesh t
h
an
for stude
n
ts in Am
erica
and C
h
ina. T
h
e com
p
ari
s
o
n
of t
h
e
or
ga
ni
zat
i
o
n
resul
t
s
f
o
r al
l
of t
h
e st
ude
nt
s
can be vi
e
w
e
d
i
n
t
h
e hi
st
o
g
ra
m
i
n
Fi
gure
1.
It
i
s
evi
d
ent
t
h
at
a hi
gh p
e
rce
n
t
a
ge
o
f
stud
en
ts from
Ban
g
l
ad
esh
h
a
v
e
pro
v
i
d
e
d
a h
i
gh
er
ra
tin
g fo
r th
eir org
a
n
i
zatio
n sk
ills
th
at th
e C
h
in
ese and
Am
erican students.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
St
u
d
ent
Mot
i
v
a
t
i
on an
d Lea
r
n
i
ng St
r
a
t
e
gi
es of
St
ude
nt
s
f
r
o
m
USA
,
C
h
i
n
a …
..
(
Q
ua
mr
ul
Maz
u
m
d
er)
20
9
Fi
gu
re
2.
C
o
m
p
ari
s
on
o
f
R
e
s
p
o
n
ses
f
r
om
A
m
eri
can, C
h
i
n
e
s
e an
d B
a
ngl
a
d
eshi
St
ude
nt
s
4.
CO
NCL
USI
O
N
Based
on
th
e
an
alysis fro
m
th
e d
a
ta, it’s co
n
c
l
u
d
e
d
th
at
th
ere is a sig
n
i
fican
t statistica
l
d
i
fferen
c
e
b
e
tween
t
h
e st
u
d
e
n
t
s
fro
m
America, Ch
in
a and
Bang
la
d
e
sh
with
resp
ect to
th
ei
r
o
r
g
a
n
i
zatio
n sk
ills. Th
e
resu
lts sho
w
t
h
at th
e stud
en
ts fro
m
p
r
i
v
ate and
pu
b
lic
u
n
iv
ersities in Ban
g
l
ad
esh
h
a
ve b
e
tter org
a
n
i
zation
skills than the
stude
nts in
Am
erican
and China.
Am
ong t
h
em
selves, the st
ude
nts in
public unive
r
sities in
Ban
g
l
ad
esh
h
a
v
e
b
e
tter
o
r
g
a
n
i
zatio
n sk
ills
th
an
t
h
e st
u
d
e
n
t
s in priv
ate
u
n
i
v
e
rsities. B
y
co
m
p
arin
g on
ly the
avera
g
es of the MSLQ scales, the stud
ent
s
i
n
B
a
ngl
a
d
es
h have sc
ore
d
fa
i
r
l
y
hi
ghe
r o
n
al
l
of t
h
e scal
es t
h
a
n
th
e stud
en
ts in
Am
erica an
d
C
h
in
a
with
t
h
e ex
cep
tion
of th
eir con
t
ro
l of learn
i
n
g
b
e
liefs.
5.
DIS
C
USSI
ON
W
i
t
h
t
h
e
gl
oba
l
i
zat
i
on f
o
r
hi
g
h
er e
d
ucat
i
o
n,
i
t
i
s
becom
i
ng
i
n
creasi
n
gl
y
i
m
port
a
nt
t
o
u
n
d
erst
a
n
d
a
n
d
eval
uat
e
ho
w
s
t
ude
nt
s f
r
o
m
di
ffere
nt
c
u
l
t
u
ra
l
back
g
r
o
u
nds
are m
o
t
i
v
at
ed t
o
l
ear
n a
n
d t
h
e
l
earni
ng
st
rat
e
gi
es
use
d
by
t
h
em
.
The st
udy
re
ve
al
ed s
o
m
e
surp
ri
si
ng
res
u
l
t
s
a
b
o
u
t
t
h
e
di
ffe
r
e
nces i
n
m
o
t
i
ovat
i
onal
an
d l
e
arni
ng
startegies with higher
orga
nizati
onal skills am
ong
student
s
of Ba
ngla
d
es
h com
p
are
d
to the othe
r c
o
untrie
s
studie
d
in this pape
r. In B
a
ngl
des
h
, the
reporte
d
highe
r
orga
nizational skills am
ong students of
public
uni
versities may be attribute
d
to the
fact that thsie
st
ude
nts
in ge
neral have
stronge
r
academ
ic
background
th
at th
o
s
e
of priv
ate un
iv
ersities. Th
e
resu
lts o
f
t
h
is
study can
b
e
u
s
ed
b
y
h
i
gh
er educatio
n
in
stitu
ti
o
n
s
of
B
a
ngl
a
d
esh
t
o
hel
p
m
o
t
i
v
at
e s
t
ude
nt
s a
n
d
de
vel
o
p
bet
t
e
r l
e
arni
ng
st
rat
e
gi
es t
o
bec
o
m
e
a bet
t
e
r l
e
a
r
ne
r.
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2.01
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2.5
2.51
‐
3
3.01
‐
3.5
3.51
‐
4
4.01
‐
4.5
4.51
‐
5
5.01
‐
5.5
5.51
‐
6
6.01
‐
6.5
6.51
‐
7
Number
of
respondents
Operations
Scale
‐
Response
value
Chinese
Univ
er
sity
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BI
O
G
R
A
P
HY
OF
A
U
T
HO
R
Dr. Quam
rul M
azum
d
er is
an
As
s
o
ciate P
r
ofes
s
o
r and P
r
ogra
m
Director of
M
echani
cal
Engine
ering at
Univers
i
t
y
of M
i
chig
an-F
lint
.
US
A.
His
res
earch areas
includ
e qualit
y of
higher educatio
n around the world, student
engagem
e
nt
, m
o
tivat
ion, m
e
tcognition
,
assessment and comparative studies. Dr
. Ma
zumder served
conducted
workshops and
presented k
e
y
n
ote speeches in
quality
,
curriculum developmen
t, metacognition and
faculty
dev
e
lop
m
ent. As a Fulb
right Scholar,
he trav
elled sever
a
l countires
and
worked as
an international
expert in qu
ality in high
er
education. H
e
served
in editorial bo
ar
d of a
number of leading journals and
as consultant o
f
different h
i
gher education institutions.
His
other areas of
research ar
e
c
o
m
putationa
l flu
ild d
y
n
a
m
i
cs
an
d particulated multiphas
e
flows.
Evaluation Warning : The document was created with Spire.PDF for Python.