Motivated Strategies for Learning Questionnaire (MSLQ)

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.  

Content

Domains
Responsible Decision Making,
Self Awareness,
Self Management
Subdomain

Motivation, Value, Expectancy, Affect, Learning Strategies 

Grades
Post secondary
Languages
English
Respondent
Student

Administration Information

Length
20-30 minutes, 81 items
Qualifications

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. 

Administration
Paper
Timed
No

Access and Use

Price

Free

Open Access
Yes
Use in Research

Cheang, K. I. (2009). Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course. American Journal of Pharmaceutical Education73(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 Journal36(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)?. Education128(3), 412-432.

Lynch, D. J. (2006). Motivational factors, learning strategies and resource management as predictors of course grades. College Student Journal40(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 differences29(6), 1191-1204. https://doi.org/10.1016/S0191-8869(00)00003-9

Psychometrics

Scoring
Manual scoring
Referencing
Criterion-referenced,
Norm-referenced
Psychometric References

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 Measurement53(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 Psychologist40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6

National Comparison
No
Item Type
Likert