Motivation/Motivated Strategies for Learning Questionnaire

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The Motivated Strategies for Learning Questionnaire was developed by Pintrich and associates.

According to Artino (2005)[1], The MSLQ was developed using a social-cognitive view of motivation and self-regulated learning (see, for example, Pintrich, 2003). In this model, students’ motivation is directly linked to their ability to self-regulate their learning activities (where self-regulated learning is defined as being metacognitively, motivationally, and behaviorally active in one’s own learning processes and in achieving one’s own goals; Eccles & Wigfield, 2002).

1 1991 MSQL version

The following is a list of items that make up the MSLQ (from Pintrich et al., 1991) [2] It includes three sections: According to the manual:

  • the motivation section includes 31 items that assess student's goals and value beliefs for a course, their beliefs about their skill to succeed in a course, and their anxiety about tests in a course.
  • the learning strategy section includes 31 items regarding students' use of different cognitive and metacognitive strategies. In addition, the learning strategies section includes 19 items concerning student management of different resources. There are 81 items.

Part A. Motivation

The following questions ask about your motivation for and attitudes about this class. Remember there are no right or wrong answers, just answer as accurately as possible. Use the scale below to answer the questions. If you think the statement is very true of you, circle 7; if a statement is not at all true of you, circle 1. If the statement is more or less true of you, find the number between 1 and 7 that best describes you.

1          2    3    4    5    6     7
Not at all                           Very true
true of me                           of me
1. In a class like this, I prefer course material that really challenges me so I can learn new things.
2. If I study in appropriate ways, then I will be able to learn the material in this course.
3. When I take a test I think about how poorly I am doing compared with other students.
4. I think I will be able to use what I learn in this course in other courses.
5. I believe I will receive an excellent grade in this class.
6. I'm certain I can understand the most difficult material presented in the readings for this course.
7. Getting a good grade in this class is the most satisfying thing for me right now.
8. When I take a test I think about items on other parts of the test I can't answer.
9. It is my own fault if I don't learn the material in this course.
10. It is important for me to learn the course material in this class.
11. The most important thing for me right now is improving my overall grade point average, so my main concern in this class is getting a good grade.
12. I'm confident I can learn the basic concepts taught in this course.
13. If I can, I want to get better grades in this class than most of the other students.
14. When I take tests I think of the consequences of failing.
15. I'm confident I can understand the most complex material presented by the instructor in this course.
16. In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to learn.
17. I am very interested in the content area of this course.
18. If I try hard enough, then I will understand the course material.
19. I have an uneasy, upset feeling when I take an exam.
20. I'm confident I can do an excellent job on the assignments and tests in this course.
21. I expect to do well in this class.
22. The most satisfying thing for me in this course is trying to understand the content as thoroughly as possible.
23. I think the course material in this class is useful for me to learn.
24. When I have the opportunity in this class, I choose course assignments that I can learn from even if they don't guarantee a good grade.
25. If I don't understand the course material, it is because I didn't try hard enough.
26. I like the subject matter of this course.
27. Understanding the subject matter of this course is very important to me.
28. I feel my heart beating fast when I take an exam.
29. I'm certain I can master the skills being taught in this class.Review of the MSLQ 16
30. I want to do well in this class because it is important to show my ability to my family, friends, employer, or others.
31. Considering the difficulty of this course, the teacher, and my skills, I think I will do well in this class.

Part B. Learning Strategies

The following questions ask about your learning strategies and study skills for this class. Again, there are no right or wrong answers. Answer the questions about how you study in this class as accurately as possible. Use the same scale to answer the remaining questions. If you think the statement is very true of you, circle 7; if a statement is not at all true of you, circle 1. If the statement is more or less true of you, find the number between 1 and 7 that best describes you.

32. When I study the readings for this course, I outline the material to help me organize my thoughts.
33. During class time I often miss important points because I'm thinking of other things. (reverse coded)
34. When studying for this course, I often try to explain the material to a classmate or friend.
35. I usually study in a place where I can concentrate on my course work.
36. When reading for this course, I make up questions to help focus my reading.
37. I often feel so lazy or bored when I study for this class that I quit before I finish what I planned to do. (reverse coded)Review of the MSLQ 17
38. I often find myself questioning things I hear or read in this course to decide if I find them convincing.
39. When I study for this class, I practice saying the material to myself over and over.
40. Even if I have trouble learning the material in this class, I try to do the work on my own, without help from anyone. (reverse coded)
41. When I become confused about something I'm reading for this class, I go back and try to figure it out.
42. When I study for this course, I go through the readings and my class notes and try to find the most important ideas.
43. I make good use of my study time for this course.
44. If course readings are difficult to understand, I change the way I read the material.
45. I try to work with other students from this class to complete the course assignments.
46. When studying for this course, I read my class notes and the course readings over and over again.
47. When a theory, interpretation, or conclusion is presented in class or in the readings, I try to decide if there is good supporting evidence.
48. I work hard to do well in this class even if I don't like what we are doing.
49. I make simple charts, diagrams, or tables to help me organize course material.
50. When studying for this course, I often set aside time to discuss course material with a group of students from the class.
51. I treat the course material as a starting point and try to develop my own ideas about it.
52. I find it hard to stick to a study schedule. (reverse coded)
53. When I study for this class, I pull together information from different sources, such as lectures, readings, and discussions.
54. Before I study new course material thoroughly, I often skim it to see how it is organized.
55. I ask myself questions to make sure I understand the material I have been studying in this class.
56. I try to change the way I study in order to fit the course requirements and the instructor's teaching style.
57. I often find that I have been reading for this class but don't know what it was all about. (reverse coded)
58. I ask the instructor to clarify concepts I don't understand well.
59. I memorize key words to remind me of important concepts in this class.
60. When course work is difficult, I either give up or only study the easy parts. (reverse coded)
61. I try to think through a topic and decide what I am supposed to learn from it rather than just reading it over when studying for this course.
62. I try to relate ideas in this subject to those in other courses whenever possible.
63. When I study for this course, I go over my class notes and make an outline of important concepts.
64. When reading for this class, I try to relate the material to what I already know.
65. I have a regular place set aside for studying.
66. I try to play around with ideas of my own related to what I am learning in this course.
67. When I study for this course, I write brief summaries of the main ideas from the readings and my class notes.
68. When I can't understand the material in this course, I ask another student in this class for help.
69. I try to understand the material in this class by making connections between the readings and the concepts from the lectures.Review of the MSLQ 19
70. I make sure that I keep up with the weekly readings and assignments for this course.
71. Whenever I read or hear an assertion or conclusion in this class, I think about possible alternatives.
72. I make lists of important items for this course and memorize the lists.
73. I attend this class regularly.
74. Even when course materials are dull and uninteresting, I manage to keep working until I finish.
75. I try to identify students in this class whom I can ask for help if necessary.
76. When studying for this course I try to determine which concepts I don't understand well.
77. I often find that I don't spend very much time on this course because of other activities. (reverse coded)
78. When I study for this class, I set goals for myself in order to direct my activities in each study period.
79. If I get confused taking notes in class, I make sure I sort it out afterwards.
80. I rarely find time to review my notes or readings before an exam. (reverse coded)
81. I try to apply ideas from course readings in other class activities such as lecture and discussion.

2 MSQL short version ??

Pintrich & DeGroot (1990) [3]

The items were found here

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 .

1. I prefer class work that is challenging so I can learn new things.
2. Compared with other students in this class I expect to do well
3. I am so nervous during a test that I cannot remember facts I have learned
4. It is important for me to learn what is being taught in this class
5. I like what I am learning in this class
6. I’m certain I can understand the ideas taught in this course
7. I think I will be able to use what I learn in this class in other classes
8. I expect to do very well in this class
9. Compared with others in this class, I think I’m a good student
10. I often choose paper topics I will learn something from even if they require more work
11. I am sure I can do an excellent job on the problems and tasks assigned for this class
12. I have an uneasy, upset feeling when I take a test
13. I think I will receive a good grade in this class
14. Even when I do poorly on a test I try to learn from my mistakes
15. I think that what I am learning in this class is useful for me to know
16. My study skills are excellent compared with others in this class
17. I think that what we are learning in this class is interesting
18. Compared with other students in this class I think I know a great deal about the subject
19. I know that I will be able to learn the material for this class
20. I worry a great deal about tests
21. Understanding this subject is important to me
22. When I take a test I think about how poorly I am doing
23. When I study for a test, I try to put together the information from class and from the book
24. When I do homework, I try to remember what the teacher said in class so I can answer the questions correctly
25. I ask myself questions to make sure I know the material I have been studying
26. It is hard for me to decide what the main ideas are in what I read
27. When work is hard I either give up or study only the easy parts
28. When I study I put important ideas into my own words
29. I always try to understand what the teacher is saying even if it doesn’t make sense.
30. When I study for a test I try to remember as many facts as I can
31. When studying, I copy my notes over to help me remember material
32. I work on practice exercises and answer end of chapter questions even when I don’t have to
33. Even when study materials are dull and uninteresting, I keep working until I finish
34. When I study for a test I practice saying the important facts over and over to myself
35. Before I begin studying I think about the things I will need to do to learn
36. I use what I have learned from old homework assignments and the textbook to do new assignments
37. I often find that I have been reading for class but don’t know what it is all about.
38. I find that when the teacher is talking I think of other things and don’t really listen to what is being said
39. When I am studying a topic, I try to make everything fit together
40. When I’m reading I stop once in a while and go over what I have read
41. When I read materials for this class, I say the words over and over to myself to help me remember
42. I outline the chapters in my book to help me study
43. I work hard to get a good grade even when I don’t like a class
44. When reading I try to connect the things I am reading about with what I already know.

3 Bibliography

Cited:

  1. Artino, Anthony R., Jr., Review of the Motivated Strategies for Learning Questionnaire, ERIC, Retrieved from:http://eric.ed.gov/?id=ED499083 Preprint: http://www.sp.uconn.edu/~aja05001/comps/documents/MSLQ_Artino.pdf
  2. 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). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
  3. Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40.

Bibliography:

  • Duncan, T. G., & McKeachie, W. J. (2005). The Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40, 117-128.
  • Eccles, J. S., Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Eom, Y., & Reiser, R. A. (2000). The effects of self-regulation and instructional control on performance and motivation in computer-based instruction. International Journal of Instructional Media, 27(3), 247-261.
  • Gable, R. K., & Wolfe, M. B. (1993). Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings. Boston: Kluwer Academic Publishers.
  • Pintrich, P. R. (2003) A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.
  • Pintrich, P. R., De Groot, E. V. (1990). Motivational and self-regulated learning component of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
  • 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). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
  • Weinstein, C. E., Schulte, A., & Palmer, D. (1987). LASSI: Learning and study strategies inventory. Clearwater, FL: H & H Publishing.