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Data were collected from a randomly selected sample of 300 prospective teachers using the Motivated Strategies for Learning Questionnaire (MSLQ). Pearson r correlation analysis with SPSS shows high motivation is significantly and positively related to most learning strategies except help-seeking, while moderate and low motivation show positive significant relationships with other strategies except effort regulation.",{"@graph":14,"@context":77},[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 & 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Higher  \nEducation Level  \nSehar Rashid *and Rizwan Akram Rana**  \nAbstract  \nMotivation is a key element which facilitates students to adopt different learning strategies according to high, moderate and low level of motivation. The research aimed to identify the relationship between the levels of motivation in prospective teachers and their learning strategies. The research was correlational in nature. A survey method was used to collect data. The population included all the prospective teachers in a public university. The sample of 300 prospective teachers was randomly selected for data collection. Motivation strategies for learning questionnaire (MSLQ) was adopted as a research instrument to collect data. Data were analyzed by applying the Pearson r correlation technique using SPSS. Findings revealed that high motivation of prospective teachers showed positive significant correlation with all learning strategies except ‘help-seeking’, while a moderate level of motivation and low level of motivation in prospective teachers showed positive significant correlation with other learning strategies except ‘effort regulation’.  \nKeywords: Motivation, learning strategies, Prospective teachers, MSLQ, Higher education  \n* PhD Scholar, Institute of Education and Research, University of the Punjab, Lahore.  \nE-mail: [sehar_rashid12@yahoo.com](sehar_rashid12@yahoo.com)  \n** Professor &Chairman Department of Science Education, Institute of Education and Research, University  \nof the Punjab, Lahore. E-mail: [drrarpu@gmail.com](drrarpu@gmail.com)  \nIntroduction  \nSuccessful learning of students is consistently associated with their motivation. TallentRunnels et al. (2006) emphasized the information about learners’ motivation is the main factor to design an effective instructional plan. This may help educators to improve learning of students. It is a well-known fact that learners’ capability to raise their enthusiasm to participate in overall activities related to academics has been considered as a significant factor to understand their performance and learning (Wolters, 1999) . Research related to learning strategies and motivation also reported that beliefs of learners about motivation and their learning strategies are associated with their learning (Pintrich & Schunk, 2002; Pintrich, Wolters, & Baxter 2000; Schunk & Pajares, 2002; Zimmerman, 1989) .  \nWeinstein, Husman, and Dierking (2000) define learning strategies as “the different combinations of activities students use while learning, with greater variability over time or as any behaviors that facilitate the acquisition, understanding or later transfer of knowledge and skills” (p. 727) . Chamot (2004) define learning strategies as “the thoughts and actions that learners take in order to achieve learning goals”(p. 14) . Students use strategies willingly so that they may recognize themselves. Learning strategies are important factors in research that aimed to describe the motivation and learning strategy of students as its understanding allow students to report learning strategy they are using and to progress their learning (Chamot, 2004; Grenfell & Macaro, 2007) . Generally, leaning strategies of students are dynamic in nature and established to meet learning goals which can be developed in short time span (Zlatovix, Balaban, & Kermek, 2015) .  \nThere are multiple studies that analyzed the motivation and learning strategies of learners in varied subjects, adopting diverse instructional techniques, or by the use of various means of multimedia (e.g. Abeysekera & Dawson, 2015; Morales, Hernandez, Barchino, & Medina, 2015; Zlatovix, et al., 2015) . Consequently, owning an effective learning strategy is vital to gain high performance in learning (Mascarell, & Cabedo, 2014) . Empirical research strives to identify an ideal learning strategy for students in order to facilitate them. Furthermore, i","cbCaii14H4JPjrDi","https://ap.wps.com/l/cbCaii14H4JPjrDi","pdf",88595,"English","# Abstract\n# Introduction\n## Learning strategies definitions and significance\n## Prior research on motivation and learning strategies\n## Learning strategies categories and self-regulated learning\n## Motivation components and self-regulated learning","[{\"question\":\"What is the main purpose of this research?\",\"answer\":\"To identify the relationship between prospective teachers’ levels of motivation and their learning strategies.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"A survey method collected data from 300 randomly selected prospective teachers using the MSLQ, and Pearson r correlation was computed with SPSS.\"},{\"question\":\"Which learning strategies are not significantly related under high motivation?\",\"answer\":\"High motivation shows no positive significant correlation with the help-seeking strategy.\"},{\"question\":\"What relationship is found for low motivation regarding learning strategies?\",\"answer\":\"Low motivation shows positive significant correlation with other learning strategies except effort regulation.\"}]","Relationship between the Levels of Motivation and Learning Strategies of Prospective Teachers at Higher Education Level - Correlational Study | PDF",1792082105,25]