[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591820-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591820-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","comparison-of-the-motivation-and-learning-strategies-of-brunei-secondary-students-in-forms-1-5-years-7-11-implications-for-teaching","Comparison of the Motivation and Learning Strategies of Brunei Secondary Students in Forms 1-5 (Years 7-11) - Implications for Teaching","","A field survey examines differences in Motivated Strategies Learning Questionnaire (MSLQ) scores among Brunei secondary students in Forms 1-5 (Years 7-11), considering gender, age, educational level, and school. Using a simple random sample of 310 students from three schools, results show females scoring higher on seven of 15 MSLQ variables, with 41 significant differences across 11 subscales. No significant differences appear for self-efficacy, task value, elaboration, and peer learning. Findings suggest targeted teaching implications and recommend expanded mixed-methods research with stronger statistical techniques.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/comparison-of-the-motivation-and-learning-strategies-of-brunei-secondary-students-in-forms-1-5-years-7-11-implications-for-teaching/591820/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/comparison-of-the-motivation-and-learning-strategies-of-brunei-secondary-students-in-forms-1-5-years-7-11-implications-for-teaching/591820.png","ImageObject",300,407,{"name":42,"@type":43},"Dipper","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the main purpose of the study?","Question",{"text":63,"@type":64},"The study aimed to identify differences in MSLQ scores by gender, age, educational level, and school, and to determine patterns in the differences that emerged from the results.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which student group showed higher scores in the MSLQ results?",{"text":68,"@type":64},"Females scored higher on seven of the 15 variables, including test anxiety.",{"name":70,"@type":61,"acceptedAnswer":71},"Were there any MSLQ variables where no significant differences were found?",{"text":72,"@type":64},"Yes. No significant differences were found for self-efficacy, task value, elaboration, and peer learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591820,1792192305,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Comparison of the Motivation and Learning Strategies of Brunei Secondary Students in Forms 1-5 (Years 7-11): Implications for Teaching  \nLawrence Mundia  \nAssoc. Prof., corresponding author, Universiti Brunei Darussalam, Brunei, [lawrence.mundia@ubd.edu.bn](lawrence.mundia@ubd.edu.bn)  \nRosmawijah Jawawi  \nUniversiti Brunei Darussalam, Brunei, [rosmawijah.jawawi@ubd.edu.bn](rosmawijah.jawawi@ubd.edu.bn)  \nMalai Hayati Sheikh Abdul Hamid  \nUniversiti Brunei Darussalam, Brunei, [hayati.hamid@ubd.edu.bn](hayati.hamid@ubd.edu.bn)  \nNordiana Zakir  \nUniversiti Brunei Darussalam, Brunei, [nordiana.zakir@ubd.edu.bn](nordiana.zakir@ubd.edu.bn)  \nThis field survey had two main objectives. First, to determine the differences in the participants'Motivated Strategies Learning Questionnaire (MSLQ) scores by gender, age, educational level, and school attended. Second, to identify patterns of the differences emerging from the research outcomes. Using a simple random sample of 310 Brunei Secondary Students in Forms 1-5 (Years 7-11, 174 females, drawn from three schools) , the study compared and contrasted the participants’ performance on the MSLQ. Females scored higher on seven of the 15 variables including test anxiety. Altogether, 41 significant differences were obtained by gender, age, education, and school across 11 subscales. However, no significant differences were found on four variables (self-efficacy, task value, elaboration, and peer learning) . The highest scorers on external motivation were females, 12-year-olds, Year 10s, and students in School 1. Rehearsal and effort regulation were most predominant in Year 7s, Year 9s, and students in School 1. In contrast, critical thinking was more prevalent in Year 11s and students in Schools 1 and 2. The highest number of significant differences involved effort regulation and many differences in this variable were also the strongest (p\u003C .01) . Implications are discussed and further mixed-methods research using a larger sample, interview probes, and robust statistics such as confirmatory factor analysis was recommended.  \nKeywords: educational psychology, motivation, learning strategies, secondary school, Brunei  \nINTRODUCTION  \nIn the context of the present study, motivation is mostly an inner drive to succeed in school or life (Dweck, 1999). McKean (1994) believed that individuals who lose their motivation for some reason(s) tend to procrastinate and feel helpless. Also, the more effective the learning strategies adopted by the students, the higher the student academic performance (Simsek and Balaban, 2010) . Given this, the current study focused on motivation and learning pursuits as measured by the Motivated Strategies Learning Questionnaire, MSLQ (Pintrich, Smith, García, & McKeachie, 1991a, b; 1993) at the secondary stage of education in Brunei government non-religious schools. The MSLQ includes motivation and learning strategies. Motivational strategies measure internal and external orientations, task value, control of learning beliefs, self-efficacy for learning and performance, and test anxiety. In  \nCitation: Mundia, L., Jawawi, R., Hamid, M. H. S. A., & Zakir, N. (2021) . Comparison of the motivation and learning strategies of brunei secondary students in forms 1-5 (Years 7-11): Implications for teaching. Anatolian Journal of  \nEducation, 6(2), 173-192. [https://doi.org/10.29333/aje.2021.6213a](https://doi.org/10.29333/aje.2021.6213a)  \nlearning strategies, the MSLQ assesses the constructs of rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation. Literature about the subscales of this instrument is reviewed below. The rationale and justification for investigating the educational motivations and learning strategies of Brunei secondary students have risen from challenges to both teachers and students brought by five main events or factors: (1) implementation of the inclusive education reforms in the 1990s; (2) introduction of the ongoing curricul","cbCaicbb1VaXPlyJ","https://ap.wps.com/l/cbCaicbb1VaXPlyJ","pdf",398217,"English","# Introduction\n## Literature Review\n### Intrinsic and extrinsic motivation, and task value","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"The study aimed to identify differences in MSLQ scores by gender, age, educational level, and school, and to determine patterns in the differences that emerged from the results.\"},{\"question\":\"Which student group showed higher scores in the MSLQ results?\",\"answer\":\"Females scored higher on seven of the 15 variables, including test anxiety.\"},{\"question\":\"Were there any MSLQ variables where no significant differences were found?\",\"answer\":\"Yes. No significant differences were found for self-efficacy, task value, elaboration, and peer learning.\"}]","Comparison of the Motivation and Learning Strategies of Brunei Secondary Students in Forms 1-5 (Years 7-11) - Implications for Teaching | PDF",1792073275]