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- Vol 4 RE: Chapter 11
motivated strategies for learning questionnaireacademic motivationlearning strategiesself-efficacymetacognitive self-regulationtest anxietyself-report measurementJournal article Evidence summaryAt a glance
Pintrich, Smith, Garcia, and McKeachie report the structure, reliability, and predictive validity of the Motivated Strategies for Learning Questionnaire, a course-specific self-report instrument for college students.
Key ideas
Its motivation section covers value through intrinsic and extrinsic goal orientation and task value, expectancy through control beliefs and self-efficacy, and affect through test anxiety. Its strategy section measures rehearsal, elaboration, organisation, critical thinking, metacognitive self-regulation, time and study-environment management, effort regulation, peer learning, and help seeking. Analyses indicated generally robust internal consistency and a defensible factor structure, while several scales related meaningfully to course grades and other performance indicators. The instrument is modular, so scales may be selected for a particular research purpose, but scores describe students’ reported motivation and strategy use in a specified course rather than fixed traits or direct observations of behaviour.
Why it matters
For educators and researchers, the MSLQ can diagnose patterns and evaluate relationships, yet interpretations should consider context, self-report bias, local validation, and the difference between correlational prediction and causal explanation.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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