Motivated Strategies for Learning Questionnaire (MSLQ)

Search and Filter

Instrument Overview

Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths

Enables detailed subscale analysis of cognitive and motivational processes. Extensively used in research linking study behaviors to achievement.

Cautions

Overlap among subscales can complicate interpretation. Less suited for rapid screening or high-volume institutional use.

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
Pathways to and Through Postsecondary
Collection(s): AIR Student Well-Being, College Readiness and Success
Collection Category(ies)
Student Academic Dispositions and Learning Strategies,
Academic Behaviors

American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.

Tags
College readiness,
Higher education,
Motivation,
Social and emotional learning

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

Link
https://stelar.edc.org/instruments/motivated-strategies-learning-questionnaire-…
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