Effects of an Intervention on Self-Regulated Learning: A Longitudinal Study Using the MSLQ

Um Estudo Longitudinal com o MSLQ

Abstract

The present longitudinal study aimed to evaluate the impact of an educational intervention on self-regulated learning, using the Portuguese short version of the Motivated Strategies for Learning Questionnaire (MSLQ-PTS). The intervention took place in four primary and secondary schools and involved 809 students. Changes in the subscales were analyzed over two academic years, also considering factors such as cohort, gender, age, and education level. The results indicated no significant group × time interaction effect in any of the subscales, highlighting the importance of reporting null results for a comprehensive and rigorous understanding of educational interventions. On the other hand, the observation of significant cohort and gender effects in some subscales suggests that demographic factors influence the development of self-regulation skills. Baseline subscale scores showed high predictive power for subsequent performance, confirming the stability and relevance of the initial indicators. Furthermore, strong correlations were found between the subscales and the total MSLQ-PTS score, reinforcing the internal consistency of the instrument. Given the short duration of the intervention and the use of convenience sampling, caution is recommended when generalizing the results, and the need for more intensive and sustained, curriculum-integrated interventions is emphasized to create a lasting impact.