{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:akron1363549558"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:akron1363549558","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Learning Strategies and Motivational Patterns, as Measured by the Motivated Strategies for Learning Questionnaire, Among Students Pursuing Nursing and Allied Health Careers","abstract":"The purpose of this investigation was to identify and describe motivation patterns and learning strategies as measured by the Motivated Strategies for Learning Questionnaire (MSLQ) along with demographic data, among community college students pursuing nursing and allied health careers. The MSLQ instrument was administered to 108 students enrolled in a Medical Terminology course and a Fundamentals of Biology for the Health Technologies course at a public community college in Midwest U.S.A. The students were assessed to identify how students’ motivational attitudes and strategies can be improved to achieve their higher education goals. The results of regression analyses illustrated the predictive quality of the MSLQ instrument. Specifically, Self-Efficacy for Learning and Performance, Test Anxiety, Managing Time and Study Environment and Extrinsic Goal Orientation were found to be predictors of student success. The goal of the study was to provide useful information about student learning strategies and motivational patterns for college administrators, instructors, advisors, researchers, and students. 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Specifically, Self-Efficacy for Learning and Performance, Test Anxiety, Managing Time and Study Environment and Extrinsic Goal Orientation were found to be predictors of student success. The goal of the study was to provide useful information about student learning strategies and motivational patterns for college administrators, instructors, advisors, researchers, and students. 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