Helping Students Make Informed Choices About College
Category: Pathways to and Through Postsecondary
Instrument Overview
Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths
Most widely used instrument designed to capture multiple aspects of learning and motivation; includes both motivation (e.g., intrinsic goal orientation, task value) and learning strategies (e.g., effort regulation, time and study environment management) Strong predictor of academic performance (e.g., course achievement).
Cautions
Limited validation across diverse populations: Much of the research has been conducted with less diverse samples, and studies with more diverse student populations have found weaker model fit, suggesting the measure may not function the same across contexts. Self-report limitations: Students may have difficulty accurately reporting their learning strategies, especially when reflecting on complex or unconscious processes.
The MSLQ assesses learning strategies and motivation in college students. The motivation scales assess (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies section is comprised of nine scales which can be distinguished as cognitive, metacognitive, and resource management strategies. The cognitive strategies scales include (a) rehearsal, (b) elaboration, (c) organization, and (d) critical thinking. Metacognitive strategies are assessed by one large scale that includes planning, monitoring, and regulating strategies. Resource management strategies include (a) managing time and study environment; (b) effort management, (c) peer learning, and (d) help-seeking. Subscore(s): Motivation, Value, Expectancy, Affect, Learning Strategies
Organization
Collection Category(ies)
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Grades
Post secondary
Keywords
Student Well-Being ; Social-Emotional Competence ; Responsible Decision Making ; Self Awareness ; Self Management ; Motivation ; Value ; Expectancy ; Affect ; Learning Strategies
Languages
English
Respondent
Student
Administration Information
Length
20-30 minutes, 81 items
Administration
Paper
Access and Use
Open Access
Yes
Use in Research
Rotgans, J. I., & Schmidt, H. G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education, 16, 465–479.
Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21(4), 337–346.
Setting
College
Psychometrics (additional guidance)
Psychometric References
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. https://files.eric.ed.gov/fulltext/ED338122.pdf
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. https://doi.org/10.1177/0013164493053003024
Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
