Strengthening School Connectedness to Increase Student Success
Category: Student Well-Being
Instrument Overview
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
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Topic
Student Well-Being Category
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
Setting
College
Psychometrics (additional guidance)
Psychometric References
Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). 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
