Purpose: To assess motivation and learning strategies used by college students.
Sources:
- http://stelar.edc.org/instruments/motivated-strategies-learning-questionnaire-mslq
- Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40.
Short description: This is a 44-item self-report questionnaire designed to assess motivation and learning strategies used by college students. “The motivation scales tap into three broad areas: (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.”
Sample questions:
Instructions: Please rate the following items based on your behavior in this class. Your rating should be on a 7- point scale where 1= not at all true of me to 7=very true of me .
Sample questions:
- I prefer class work that is challenging so I can learn new things.
- Compared with other students in this class, I expect to do well.
- I am so nervous during a test that I cannot remember facts I have learned.
- When I study for a test, I try to remember as many facts as I can.
Paid or free: Free
Reliability/validity measures: Not available.
Setting:
- Instructed
- Formal or non-formal
Stakeholder(s):
- Teachers
- Advisors
- Students
Type of measurement: Questionnaire
Possible uses:
- Getting a quick cross- section of a class
- Needs analysis
- Giving students an idea of where they are
Ease of implementation: Easy. 44 items, est. 40 min.
Advantages: The survey covers a broad number of dimensions.
Drawbacks:
- Test and textbook focused
- Doesn’t cover new mediums.
- The instrument only covers test anxiety, not other forms such as anxiety of negative evaluation, or speaking anxiety.
- Self-report
Studies this has been used in: Pintrich and DeGroot (1990)