Motivated Strategies for Learning Questionnaire
Shameah Kaye Juan
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Abstract
Please rate the following items based on your behavior in this class. Your rating should be on a 7point scale where 1= not at all true of me to 7=very true of me .
Related papers
The Making of the Motivated Strategies for Learning Questionnaire
Educational Psychologist, 2005
The goal of this article is to discuss one of Paul Pintrich's more enduring legacies: the Motivated Strategies for Learning Questionnaire (MSLQ), an 81-item, self-report instrument consisting of 6 motivation subscales and 9 learning strategies scales. The MSLQ has proven to be a reliable and useful tool that can be adapted for a number of different purposes for researchers, instructors, and students. The MSLQ has been translated into multiple languages and has been used by hundreds of researchers and instructors throughout the world. This article reviews the history of the MSLQ and discusses how it has been used to (a) address the nature of motivation and use of learning strategies in different types of content areas and target populations; (b) help refine our theoretical understanding of motivational constructs, how they are distinct from one another, and what individual differences exist in self-regulated learning; and (c) evaluate the motivational and cognitive effects of different aspects of instruction.
Construct Validity of the Motivated Strategies for Learning Questionnaire
Psychological Reports, 2009
this study examined the construct validity of the motivational component of the motivated Strategies for learning Questionnaire using both exploratory factor analysis (eFa) and confirmatory factor analysis (cFa). 327 students enrolled in Bachelor of education and Graduate diploma education courses at the University of auckland participated in this study (278 women, 49 men). the results of the eFa did not generate support for either a six-factor or three-factor model. the cFa tested a six-factor correlated original model and a respecified model and found a good fit for the respecified model and a better fit of the original 31-item model in comparison with previous studies. in addition, alternative second-order and hierarchical models were tested, none of which showed better fit than the sixfactor correlated models. the reasons for the lack of fit of the original model are discussed in light of nonnormality condition, specification error, and latent variables. Finally, possible explanations for the slight variation in patterns of subscale correlations are discussed.
The Motivated Strategies for Learning Questionnaire: A Measure for Students' General Motivational Beliefs and Learning Strategies?
The Asia-Pacific Education Researcher, 2010
The Motivated Strategies for Learning Questionnaire (MSLQ) is a widely used self-report instrument to measure student motivation and learning strategies at the course-specific level (i.e., an individual course or subject domain). The present study sought to explore the utility of the MSLQ in measuring student motivation and learning strategies pertaining to the general curriculum level (i.e., all courses and subjects taken together) rather than to the course-specific level. To that end, the instrument was slightly modified and administered to recently graduated secondary school students (N = 1,166) in Singapore. The construct and predictive validity of the instrument were determined using confirmatory factor analysis and by correlating the individual subscales of the instrument with the overall semester grades. Results showed that the modified MSLQ is a reliable and valid instrument to determine students’ motivational beliefs and learning strategies at the general curriculum level.
Validation of Motivated Strategies for Learning Questionnaire: Comparison of Three Competing Models
International Journal of Instruction
Students who are self-regulated leaners have been reported to perform more successfully in higher education institutions (HEIs). Therefore, instruments that can monitor students' motivation and learning have been devised and implemented. The aims of this work were to investigate the dimensionality of the motivated strategies for learning questionnaire (MSLQ) and compare the validation of the three competing models. Three competing measurement models (1-factor, 2-factor, and second-order factor) were selected as candidates. To reveal which model explained the original MSLQ most effectively and meaningfully, the original 15 indicators and 81 items were used, for which data was gathered from 945 participating engineering students in Thailand. The results of confirmatory factor analysis revealed that all three of the competing models fitted the data quite well, as all standardized factor loadings of these models were statistically significant. It appeared that two-factor and second-order factor models yielded a better overall fit to the data in comparison to one-factor model. These results confirmed that the original MSLQ is a reliable and valid measurement instrument, particularly the second-order factor model, which was the best model.
Validation of Motivated Strategies for Learning Questionnaire Among High School Students in Afghanistan
2021
The present study was an attempt to validate the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich & De Groot, 1990) for high school students of Afghanistan, with 81 items in Dari language. From different government and private high schools, 356 students (183 girls and 173 boys) participated in the study. SPSS Amos version 23 was used to confirm the psychometrics, using goodness of fit estimates from the data of 356 students. Out of the 15 subscales of the original MSLQ, six subscales that is Intrinsic Goal Orientation, Extrinsic Goal Orientation, Control of Learning Beliefs, Test anxiety, Effort regulation, and Help seeking got were not retained. Therefore, in the present context nine subscales of the MSLQ were found to be valid and reliable for assessing self-regulated learning strategies and using it on the children for planning educational interventions.
Validity of the motivated strategies for learning questionnaire in Saudi Arabia
International Journal of Medical Education
Objectives: To assess the construct validity and reliability of the motivation section of the Motivated Strategies for Learning Questionnaire in Saudi Arabia. Methods: A cross-sectional study using the Motivated Strategies for Learning Questionnaire (MSLQ) was conducted. The MSQL has essentially two sections: a motivation section and a learning strategies section. The motivation section, which consists of 31 items, was used. A total of 146 medical students who were all male completed the questionnaire. Confirmatory factor analysis was used to test the hypothesised factor structure, and to identify the validity and reliability of the motivation section of the MSQL. Results: A selected group of fit statistics showed that the hypothesised model did not fit the sample data fairly well. The Intrinsic Goal Orientation subscale consisted of 4 items (α = 0.75), the Extrinsic Goal Orientation subscale consisted of 4 items (α = 0.78), the Task Value subscale consisted of 6 items (α =0.86), the Control of Learning Beliefs consisted of 4 items (α =0.78), the Self-Efficacy for Learning and Performance consisted of 8 items (α =0.89), and the Test Anxiety consisted of 5 items (α =0.77). Conclusions: It is concluded that the hypothesised model did not fit the data well. This may suggest that the motivation section of the MSQL may not work for Saudi Arabian students. However, this could be due to the fact that the sample data available on this study did not represent female students. Further work is required to establish this. Limitations of the study are discussed.
[Motivated Strategies for Learning Questionnaire: MSLQ] The intricate relationship between motivation and achievement: Examining the mediating role of self-regulated learning and achievement-related classroom behaviors
International Journal for Teaching and Learning in Higher Education
The objective of the present study was to examine how motivation is related to academic achievement. The Motivated Strategies for Learning Questionnaire was administered to 1,166 students at a polytechnic in Singapore as a measure for motivational beliefs and self-regulated learning strategies. In addition, students’ prior knowledge, achievement-related classroom behaviors and academic achievement were included in the analysis. Path analysis revealed that motivation is not directly related to achievement. Instead, the relationship was mediated by both learning strategies and achievement-related classroom behaviors. Prior achievement was a good predictor of subsequent achievement but had no influence on student motivation. Overall the results suggest that motivation as operationalized by self-report seems to be a construct with limited predictive validity for academic achievement.
Adapting the Motivated Strategies for Learning Questionnaire for a Writing and Communication Program
Collected Essays on Learning and Teaching
Integrating educational assessment tools such as the Motivated Strategies for Learning Questionnaire (MSLQ) into university classrooms can help students and faculty gain insight into areas of strength and challenge for students. The present study adapted and integrated the MSLQ into a set of first-year communication courses for Faculty of Arts students at the University of Waterloo. This adaptation allowed us to better situate the scale within the writing and communication course context. Through exploratory and confirmatory analysis, a shortened questionnaire (MSLQ-AF) with 6 subscales (motivation, academic self-confidence, performance anxiety, critical thinking, planning for optimal learning, and peer learning) was created. MSLQ-AF proved to have stable factor structure, adequate and stable internal consistency, and construct validity (correlation with grades), when assessed across four samples spanning four university terms. We discuss the role of this new scale in helping studen...
The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills
NeuroQuantology, 2017
The aim of the present research is to identify the effect of teaching motivated strategies for learning on students' cognitive and metacognitive skills. This research is a semi-experimental study with pre-test and post-test procedures. 46 students who obtained less than 162.5 scores in motivated strategies for learning questionnaire (MSLQ) are selected in statistically matched experimental and monitored groups of the study (each groups constitute of 23 students). The experimental group is administered in eight 100 minutes long sessions under the motivated strategies of learning protocol (MSL). This protocol is the adaptation of a theoretical background, utilized in previous studies. The results of the study indicate that after utilization of MSL, students' cognitive and meta-cognitive skills are enhanced. Therefore, MSLQ is propounded as a learning facilitator.
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Revised Motivated Strategies for Learning Questionnaire for Secondary School Students
The purpose of the current study was to examine the psychometric properties of the MSLQ for junior high school students. The MSLQ for junior high students is a 44 item self-reported instrument consisting of three motivational beliefs subscales, one Cognitive Strategy subscale and one Self-regulation subscale. A total of 780 students from eight secondary schools in Singapore completed the MSLQ. In the first sample, there were 393 students who completed the junior high school version of the MSLQ. A second sample of 387 students completed the modified MSLQ. This study showed that the original junior high school version of the MSLQ measurement model needed to be revised. The modified MSLQ measurement model was confirmed via CFA with a second sample with two other competing models. Convergent and discriminant validity was supported. Multigroup analysis demonstrated invariance of the factor forms, factor loadings, factor variances and covariances, and error variances across gender. In sum...
An Analysis of the Relationship Between the Motivated Strategies for Learning Questionnaire and the Learning Process Questionnaire
PSYCHOLOGIA -An International Journal of Psychology in the Orient, 2002
The relationship between the scales of the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning Process Questionnaire (LPQ) was examined using an integrated data approach (Skinner, 1977, 1978) that combined features of multiple regression analysis, canonical correlation, and multiple-set factor analysis. Results based on a Hong Kong sample of upper primary and lower secondary students generally agreed with expectations of how the scales in these two instruments would be associated. The LPQ surface scale paired with the MSLQ test anxiety scale, while the LPQ deep scale paired with the MSLQ intrinsic value scale and the LPQ achieving scale paired with the self-efficacy scale. However, contrary to expectations, the MSLQ cognitive strategy-use scale paired with the LPQ deep scale, while the MSLQ self-regulation scale paired with the LPQ achieving scale. It is suggested that the MSLQ self-regulation scale is a measure of efficient study strategies characteristically used by achieving oriented students. In contrast, it is argued that students adopting a deep approach to learning need the requisite cognitive skills for this approach to be self-motivating.
Construct Validation of the Motivated Strategies for Learning Questionnaire in a Singapore High School Sample
Journal of Educational and Developmental Psychology, 2017
In this study, the construct validity of the Motivated Strategies for Learning Questionnaire (MSLQ) was assessed. Participants were 441 Year 11 students in Singapore. Three separate confirmatory factor analyses were conducted for each section of the MSLQ (motivation and learning strategies). Results indicated that the original factor structures proposed by the instrument developers produced the best model fit. Cronbach α coefficients were also acceptable for all but one of the individual scales. Correlations with the Revised Learning Process Questionnaire—Two Factor and physics achievement scores also aligned with the theoretical basis of the MSLQ. These results confirmed the potential utility of this instrument for assessing the motivation and learning strategies of secondary students in Singapore.
A meta-analytic review of the Motivated Strategies for Learning Questionnaire
Learning and Individual Differences, 2011
The current paper presents a meta-analytic review of the Motivated Strategies for Learning Questionnaire (MSLQ), which consists of fifteen subscales designed from classic social-cognitive learning theories and which is widely used to predict academic performance. Results based on 2158 correlations from 67 independent samples and 19,900 college students indicate that the subscales of the MSLQ vary in their utility for predicting grades, with grade-related validities ranging from ρ = .40 for the subscale measuring students' effort regulation to ρ = .05 for the subscale measuring students' help-seeking behaviors. Factor-analyses of the meta-analytic intercorrelations broadly support the theoretical structure of the MSLQ. Alteration or elimination of items with undesirable psychometric characteristics could potentially both augment empirical support for the theoretical structure of the MSLQ and strengthen its subscales' predictive utility for academic performance.
Reliability Generalization of the Motivated Strategies for Learning Questionnaire: A Meta-Analytic View of Reliability Estimates
SAGE Open
Student motivation and learning strategies have long been recognized as important predictors to student success. Prior to the mid-1980s, research in this area focused on individual differences and learning styles without providing clear connections to the manner in which students acquire new knowledge through behaviors and cognition (Duncan & McKeachie, 2005). Over time, a recognition emerged that learning occurs through an interplay of various internal and external sources. In response, Pintrich, Smith, Garcia, and McKeachie (1991, 1993) developed the Motivated Strategies for Learning Questionnaire (MSLQ), which was based on a self-regulated learning perspective, taking into account cognitive, motivational, and behavioral factors of learning within a social context (Pintrich, 2004). Thus, the development of the MSLQ grew out of a pragmatic need for a theoretically based instrument for use by faculty and students alike to improve postsecondary learning. Subsequently, the MSLQ has served to emphasize the interplay between cognition and motivation in learning, helped to operationalize the constructs of self-regulated learning theory, and provided a useful tool to perform empirical investigations of these constructs (Credé & Phillips, 2011; Duncan & McKeachie, 2005).
Adaptation and analysis of motivated strategies for learning questionnaire in the Chinese setting
2010
This article reports the adaptation and analysis of Pintrich's Motivated Strategies for Learning Questionnaire (MSLQ) in Hong Kong. First, this study examined the psychometric qualities of the existing Chinese version of MSLQ (MSLQ-CV). Based on this examination, this study developed a revised Chinese version of MSLQ (MSLQ-RCV) for junior secondary students in Hong Kong. Confirmatory factor analysis and Graded Response Model (GRM) were used to examine the internal consistency, construct validity, differential item functioning (DIF), and differential test functioning (DTF) of the revised instrument, which contains six factors and 50 items. Compared with the existing MSLQ-CV, the factor structure of MSLQ-RCV was expanded to incorporate two new factors: extrinsic value and peer learning. The reasons for these amendments and implications of the findings are discussed.
The Validity and Reliability Study of the Turkish Version of the Motivated Strategies for Learning Questionnaire
The purpose of this study is to adapt The Motivated Strategies for Learning Questionnaire to Turkish. After examining and confirming equivalency between English and Turkish versions, the scale was administered to 852 students from two universities. In order to examine the validity and reliability properties of the questionnaire, exploratory factor analysis, confirmatory factor analysis, Cronbach Alpha correlation coefficients, corrected item-total correlations and t-tests between items’ means of upper 27%-lover 27% points were used. Results of these analyses show that the first subscale, Motivation, has six factors, and the second subscale, Learning Strategies, has nine factors. The Cronbach alpha coefficients varied between 0.86 and 0.41. Corrected item total correlations ranged 0.66 to 0.19. According to t-test results, differences between each item’s means of upper 27 % and lower 27 % points are significant.
The Czech Adaptation of Motivated Strategies for Learning Questionnaire (MSLQ)
Asian Social Science, 2014
The aim of this paper is to provide theoretical and methodological insights into the process of self-regulated learning, and to describe the adaptation of The Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. (1993). This Likert-scaled instrument was designed to assess motivation orientations and use of learning strategies. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The motivation scales originally tap into three broad areas: (1) value, (2) expectancy, and (3) affect. In exploratory factor analysis a 3-factor model was generated and good internal consistency of the adapted instrument was achieved. In this version the questionnaire has 27 items with overall reliability of = 0.83. The alphas for the three subscales range from 0.70 to 0.86 and explaines 35% of the total variance. The data proved a student's academic self-efficacy (F1), task value (F2) and test anxiety (F3) to be strong predictors of students' motivation. Keywords: motivational aspects of self-regulated learning, properly adapting questionnaires, construct validity, factor analysis, content validity, internal consistency, Cronbach's alpha 3) They hold a set of motivational beliefs, such as a high level of academic self-efficacy, internalization of learning goals and development of positive emotional attitude towards tasks (e.g. joy, satisfaction, enthusiasm).
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