Description of the Questionnaire

The Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich in 1991, is a widely used instrument for measuring motivation and self-regulated learning strategies in educational settings. In the Greek context, it was translated and adapted for use in MOOCs through the Mathesis platform. The instrument consists of 30 variables and employs a 7-point Likert scale, where participants indicate their level of agreement with a series of statements. The MSLQ explores aspects such as students’ intrinsic and extrinsic motivation, the value they assign to learning, their self-efficacy and performance, as well as the strategies they use to organize their learning, including critical thinking and management of time and learning environment.

Objective

The objective of the MSLQ is to capture students’ attitudes, perceptions, and behaviors related to their motivation for learning and the strategies they adopt to self-regulate their learning process, especially in online learning environments such as MOOCs. The instrument is intended to help understand how participants organize, monitor, and evaluate their learning experience in contexts that require increased autonomy and responsibility, without direct instructor guidance.

Data Analysis and Use

The data collected through the MSLQ are analyzed using a multi-level statistical approach. Descriptive statistics are first applied to present basic characteristics of the responses. Then, correlations between demographic variables (such as age, gender, education level) and the questionnaire variables are explored, as well as differences between groups within the sample. The internal consistency of the questionnaire sections is tested using Cronbach’s Alpha. Finally, exploratory factor analysis (EFA) is conducted to confirm the factorial structure and assess the instrument’s adaptation to the Greek cultural and educational context.

Scoring

The scoring of the MSLQ is based on a 7-point Likert scale, where 1 indicates strong disagreement and 7 indicates strong agreement with each statement. The scores are analyzed using the mean values for each subsection, allowing for the estimation of each participant’s level of motivation and use of learning strategies. Higher scores indicate stronger intrinsic motivation, greater self-efficacy, and more frequent use of effective learning strategies. The reliability of each factor has been statistically verified, and after removing 7 problematic questions, the final factorial structure appeared to differ from the original design. This deviation was attributed to cultural and educational differences between the original target population and the Greek sample.

References

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan.
Vouska, E. (2018). Adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) to Greek reality: a case study. Aristotle University of Thessaloniki.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.