Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

Table 4

Reliabilities for scales pertaining to the ILS-SV, SRQ-A, and AMS.

	Scale	𝛼 start	𝛼 end
ILS-SV	Processing strategies
	Relating and structuring	.73	.69
	Critical processing	.68	.71
	Analyzing	.66	.61
	Memorizing	.61	.72
	Concrete processing	.64	.61
	Regulation strategies
	Self-regulation	.69	.74
	External regulation	.61	.63
	Lack of regulation	.73	.80
SRQ-A	Controlled motivation	.79	.80
	Autonomous motivation	.86	.85
AMS	Amotivation	.76	.75