In the current study, the underlying factor structure of the learning strategies part of the Motivated Strategies for Learning Questionnaire (MSLQ), originally designed for traditional college students, was explored and a best-fit-solution for subscales was proposed for students in adult distance education (DE). Factor analyses revealed five factors (management of time and effort; complex cognitive strategy use; simple cognitive strategy use; contacts with others; academic thinking), including fewer items, which resulted in a shorter list than the original learning strategies part of the MSLQ. Cognitive strategies and management of time and effort were used most by adult DE students, contacts with others were used least. Compared to traditional college students, the findings in adult DE may be explained by a differential interpretation of items based on differences between educational systems, living and study circumstances, and age and experiences. The newly developed subscales may be considered for future research on learning strategies of students within adult DE in which the students can determine their own time, place, and pace of study.

在当前的研究中，探索了最初为传统大学生设计的动机学习问卷调查表（MSLQ）中学习策略部分的潜在因素结构，并为成人距离学生提出了量表的最佳解决方案教育（DE）。因子分析揭示了五个因素（时间和精力的管理；复杂的认知策略的使用；简单的认知策略的使用；与他人的接触；学术思维），其中包括较少的项目，因此其列表比MSLQ的原始学习策略部分要短。成年的DE学生使用的认知策略和时间和精力管理最多，而与他人的接触最少。与传统大学生相比 成人DE的发现可以根据教育系统，生活和学习环境以及年龄和经验之间的差异，通过对项目的不同解释来解释。新近开发的量表可以考虑用于成人DE内学生学习策略的未来研究，在这些研究中学生可以确定自己的学习时间，学习地点和学习进度。