{"id":590,"date":"2018-07-17T15:08:08","date_gmt":"2018-07-17T06:08:08","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/?p=590"},"modified":"2018-07-18T09:45:31","modified_gmt":"2018-07-18T00:45:31","slug":"motivated-strategies-for-learning-questionnaire-mslq","status":"publish","type":"post","link":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/motivated-strategies-for-learning-questionnaire-mslq\/","title":{"rendered":"Motivated Strategies for Learning Questionnaire (MSLQ)"},"content":{"rendered":"<p><b>Purpose:\u00a0<span style=\"font-weight: 400;\">To assess motivation and learning strategies used by college students.<\/span><\/b><\/p>\n<p><b>Sources:<\/b><\/p>\n<ul>\n<li><a href=\"http:\/\/stelar.edc.org\/instruments\/motivated-strategies-learning-questionnaire-mslq\">http:\/\/stelar.edc.org\/instruments\/motivated-strategies-learning-questionnaire-mslq<\/a><\/li>\n<li>\u00a0<span style=\"font-weight: 400;\">Pintrich, R. R., &amp; DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40. <\/span><\/li>\n<\/ul>\n<p><!--more--><\/p>\n<p><b>Short description:\u00a0<span style=\"font-weight: 400;\">This is a 44-item self-report questionnaire designed to assess motivation and learning strategies used by college students. \u201cThe 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.\u201d<\/span><\/b><\/p>\n<p><b>Sample questions:\u00a0<\/b><\/p>\n<p><span style=\"font-weight: 400;\">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 . <\/span><b><\/b><\/p>\n<p><span style=\"font-weight: 400;\">Sample questions: <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I prefer class work that is challenging so I can learn new things.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Compared with other students in this class, I expect to do well.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">I am so nervous during a test that I cannot remember facts I have learned.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">When I study for a test, I try to remember as many facts as I can.<\/span><\/li>\n<\/ul>\n<p><b>Paid or free:\u00a0<\/b>Free<\/p>\n<p><b>Reliability\/validity measures:\u00a0<\/b>Not available.<\/p>\n<p><b>Setting:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Instructed<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Formal or non-formal <\/span><\/li>\n<\/ul>\n<p><b>Stakeholder(s):<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Teachers<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Advisors<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students<\/span><\/li>\n<\/ul>\n<p><b>Type of measurement:\u00a0<\/b>Questionnaire<\/p>\n<p><strong>Possible uses:\u00a0<\/strong><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Getting a quick cross- section of a class<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Needs analysis<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Giving students an idea of where they are<\/span><\/li>\n<\/ul>\n<p><b>Ease of implementation:\u00a0<span style=\"font-weight: 400;\">Easy. 44 items, est. 40 min. \u00a0<\/span> <\/b><\/p>\n<p><b>Advantages:\u00a0<span style=\"font-weight: 400;\">The survey covers a broad number of dimensions. <\/span><\/b><\/p>\n<p><b>Drawbacks:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Test and textbook focused<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Doesn\u2019t cover new mediums. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The instrument only covers test anxiety, not other forms such as anxiety of negative evaluation, or speaking anxiety.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Self-report <\/span><\/li>\n<\/ul>\n<p><b>Studies this has been used in:\u00a0<span style=\"font-weight: 400;\">Pintrich and DeGroot (1990)<\/span><\/b><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Purpose:\u00a0To assess motivation and learning strategies used by college students. Sources: http:\/\/stelar.edc.org\/instruments\/motivated-strategies-learning-questionnaire-mslq \u00a0Pintrich, R. R., &amp; DeGroot, E. V. (1990). &hellip; <a href=\"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/motivated-strategies-for-learning-questionnaire-mslq\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12,15,4,3,7],"tags":[],"class_list":["post-590","post","type-post","status-publish","format-standard","hentry","category-learning-strategies","category-motivation","category-questionnaire","category-self-determination-theory","category-self-regulation"],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/590","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/comments?post=590"}],"version-history":[{"count":3,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/590\/revisions"}],"predecessor-version":[{"id":645,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/posts\/590\/revisions\/645"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/media?parent=590"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/categories?post=590"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/rilae\/wp-json\/wp\/v2\/tags?post=590"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}