Motivated Learning Strategies and Problem Solving Style Among College Students

Michelle Gorelick, Fordham University


The current study aimed to determine the relationship between self-regulated learning strategies and preferences for problem solving, and more specifically, whether the use of self-regulated learning strategies could distinguish among specific problem solving styles. Two well-known models were used as a framework for this study- VIEW: An Assessment of Problem Solving and the Motivated Strategies for Learning Questionnaire (MSLQ). A total of 186 participants responded to the two validated and reliable 15-minute survey instruments online – the 34-item VIEW and the 50-item learning strategies section of the MSLQ. Based on correlational data and discriminant function analyses, it could be concluded that among a reasonably well-educated population, there is overlap between problem solving styles and self-regulated learning strategies. Specifically, several self-regulated learning and resource management strategies were able to distinguish between styles on the Orientation to Change and Manner of Processing problem solving dimensions. Understanding the relationship between self-regulated learning skills and problem solving styles on an individual student level may help learners develop effective strategies to improve areas of weakness as well as maximize areas of strength. Further, universities could use these tools and findings to provide student feedback and, if applicable, direct students towards academic resources and support services.

Subject Area

Psychology|Educational psychology

Recommended Citation

Gorelick, Michelle, "Motivated Learning Strategies and Problem Solving Style Among College Students" (2020). ETD Collection for Fordham University. AAI27737889.