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.
Motivation, Value, Expectancy, Affect, Learning Strategies
The scales are modular and can be combined to fit the needs of the instructor or researcher. It is designed to be given in class.
Access and Use
Cheang, K. I. (2009). Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course. American Journal of Pharmaceutical Education, 73(3). https://doi.org/10.5688/aj730342
Huang, S. C. (2008). Assessing motivation and learning strategies using the motivated strategies for learning questionnaire in a foreign language learning context. Social Behavior and Personality: An International Journal, 36(4), 529-534. https://doi.org/10.2224/sbp.2008.36.4.529
Jacobson, R. R., & Harris, S. M. (2008). Does the type of campus influence self-regulated learning as measured by the motivated strategies for learning questionnaire (MSLQ)?. Education, 128(3), 412-432.
Lynch, D. J. (2006). Motivational factors, learning strategies and resource management as predictors of course grades. College Student Journal, 40(2), 423-429.
Mills, J. S., & Blankstein, K. R. (2000). Perfectionism, intrinsic vs extrinsic motivation, and motivated strategies for learning: A multidimensional analysis of university students. Personality and individual differences, 29(6), 1191-1204. https://doi.org/10.1016/S0191-8869(00)00003-9
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