MSLQMotivated Strategies for Learning Questionnaire
MSLQMedical Science Liaison Quarterly
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An ANOVA was completed in an effort to evaluate the differences or similarities of students based on the type of campus attended, on both the motivational factors as well as on the strategies for learning factors as reported by the MSLQ.
The MSLQ was created in the early 1990s, and dimensions related to technology-enhanced learning were not included as part of the learning strategies subscale.
Control Belief For Learning Subscale Control belief for learning was measured by using the Control Belief For Learning Subscale of the MSLQ (Pintrich et al.
It is important to note that the correlations found between critical thinking skills and motivation, evaluated both with the CTMS and the MSLQ, afford much higher values (around .
According to Duncan and McKeachie (2005), the MSLQ has been used by hundreds of researchers and instructors throughout the world.
Examples of questions from the adapted MSLQ include "It is important for me to learn the course material in this class" (task value); "I'm confident I can do an excellent job on the assignments in this course" (self-efficacy); "When I study for this class, I pull together information from different sources, such as readings, online discussions, and my prior knowledge of the subject" (elaboration); "I treat the course material as a starting point and try to develop my own ideas about it" (critical thinking); and "When I study for this class, I set goals for myself in order to direct my activities in each study period" (metacognitive self-regulation).
Items were selected from 3 published studies on the basis of their relevance to an online learning environment: 2 items were adapted from the Internet Self-Efficacy scale developed by Joo, Bong, and Choi (2000); 4 were adapted from the MSLQ items published in Pintrich and De Groot (1990); 7 were adapted from the Self-Efficacy for Self-Regulated Learning Scale by Zimmerman et al.
As Pintrich (2004) pointed out, when analyzing the relations between SRL and students approaches to learning (SAL) models: "the use of rehearsal strategies in the MSLQ would parallel a more surface approach to learning (or reproductive styles) in SAL models.
1991) developed the MSLQ as a measure of motivational orientations and self-regulated learning strategies.
The results of the study showed that the factor structure of the six motivation scales of the MSLQ was significantly modified with the current sample of postgraduate students in Pakistan.
The MSLQ includes 81 questions and consists of six motivational subscales and nine learning strategies subscales.