Analysis

The Motivated Strategies for Learning Questionnaire is a tool used in the fields of education and psychology to measure the strategies and processes that students use during learning. It serves as a self-assessment instrument that helps learners identify their preferred learning methods and develop effective learning strategies. This questionnaire is often employed in research projects or educational programs to better understand learning and instruction.

Purpose

The purpose of this particular questionnaire is to provide a framework for measuring and evaluating the strategies that students use throughout the learning process. Motivated strategies refer to the processes that guide students to achieve their educational goals through self-regulation, planning, transformation of information, and other procedures related to the cultivation of learning.

Scoring

The MSLQ-13 Questionnaire consists of 13 items, which are rated on a scale from 1 to 4, where 1 = Strongly Agree and 4 = Strongly Disagree.

References

Duncan, T. G., and McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117–128.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470.
Pintrich, P. R., and DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Pintrich, P. R., Smith, D. A. F., Garcia, T., and McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Pintrich, P. R., Smith, D. A. F., Garcia, T., and McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813.
Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236–250.
Wolters, C. A., and Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27–47.
Wolters, C. A., Pintrich, P. R., and Karabenick, S. A. (2005). Assessing academic self-regulated learning. In K. A. Moore and L. H. Lippman (Eds.), What Do Children Need to Flourish: Conceptualizing and Measuring Indicators of Positive Development. New York: Springer.
Wolters, C. A., and Rosenthal, H. (2000). The relation between students’ motivational beliefs and attitudes and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801–820.