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Cited by 494

The DOI matches its Crossref record; 79 of the 79 references it cites were found in a registry or an index.

A meta-analytic review of the Motivated Strategies for Learning Questionnaire

Credé, Marcus, Phillips, L. Alison·2011·Learning and Individual Differences
DOI 10.1016/j.lindif.2011.03.002
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Cites

Show all 79 references

Research works printed but not linked: 26

  1. Barritt, 1966, Note: The consistency of fifirst-semester college grade point average, Journal of Educational Measurement, 3, 261
  2. Barker, J. R. (1997). An evaluation of the effects of self-regulated learning on USMLE Step 1 scores at the University of Mississippi School of Medicine. Unpublished doctoral dissertation, Vanderbilt University, Tennessee.
  3. Bhattacharyya, S. (2004). Dynamics of motivation and self-regulation among college pre-service teachers: A cross-cultural perspective. Unpublished doctoral dissertation, The University of Memphis.
  4. Hezlett, S.A., Kuncel, N.R., Vey, M.A., Ahart, A., Ones, D.S., Campbell, J.P., et al. (2001, April). The predictive validity of the SAT: A comprehensive meta-analysis. In D.S. Ones & S.A. Hezlett (Chairs), Predicting performance: The interface of I/O psychology and educational research. Symposia presented at the annual conference of the Society for Industrial and Organizational Psychology, San Diego, CA.
  5. Langley, S. R., II (2007). Identifying self-regulatory factors that influence the academic achievement motivation of underprepared college students. Unpublished doctoral dissertation, University of Minnesota.
  6. Lewis, J. P. (2006). Effects of self-regulated learning on metacognitive strategies, academic performance, and transfer of preservice teachers in an educational technology class. Unpublished doctoral dissertation, University of South Alabama.
  7. Suksamram, A. (2003). Factors relating to self-regulated learning of the first year nursing students. Unpublished doctoral dissertation, Mahidol University, Thailand.
  8. Thongnoum, D. (2002). Self-efficacy, goal orientations, and self-regulated learning in Thai students. Unpublished doctoral dissertation, Oklahoma State University.
  9. Welsh, J.B. (2007). Identifying factors that predict student success in a community college online distance learning course. Unpublished doctoral dissertation, University of North Texas.
  10. *Akin Palmer, J. (2008). The relationship between motivational profiles and admission grade point scores to first semester attrition in an associate degree nursing (ADN) program. Unpublished doctoral dissertation, Capella University, Minnesota.
  11. *Black, K. (2008). Self-regulated learning as a predictor of persistence among first year students. Unpublished doctoral dissertation, University of Northern Colorado.
  12. *Clarke, R. B. (2006). Undergraduate mathematics students: How do differences in motivation and learning strategies use affect performance? Unpublished doctoral dissertation, The University of Memphis.
  13. *Creason, L. M. (2005). Relationships among community college developmental reading students' self-regulated learning, Internet self-efficacy, reading ability and achievement in blended/hybrid and traditional classes: A program review. Unpublished doctoral dissertation, University of Missouri — Kansas.
  14. *Dunigan, 2006, Motivation and learning strategies of students in distance education, Journal of the Mississippi Academy of Sciences, 51, 140
  15. *Jolly, M. G. (1992). Assessing learning skills, strategies and motivational orientations in introductory accounting education. Unpublished doctoral dissertation, University of Idaho.
  16. *Lee, L. H. (1997). Goal orientation, goal setting, and academic performance in college students: An integrated model of achievement motivation in school settings. Unpublished doctoral dissertation, University of Southern California.
  17. *McClendon, R. C. (1993). Construct validity of the MSLQ and cognition as related to motivation and learning strategy use of preservice teachers. Unpublished doctoral dissertation, The University of Akron.
  18. *McKnight, G. L. (1993). The influence of learning strategies training upon student strategy use, motivation, and achievement in a university physiology course. Unpublished doctoral dissertation, The University of Texas at Austin.
  19. Pintrich, 1989, The dynamic interplay of student motivation and cognition in the college classroom, Vol. 6, 117
  20. *Ray, M. W. (2003). The role of aptitude and achievement in developmental college students' motivational beliefs, perceptions of self-regulated learning, and accuracy of grade predictions. Unpublished doctoral dissertation, University of Missouri — Kansas City.
  21. *Selvester, P. M. (2004). Self-regulated learning: Understanding how preservice teachers learn to teach. Unpublished doctoral dissertation, University of Southern California.
  22. *Silagyi-Rebovich, E. J. (1996). Motivation and learning strategies among dietetic students at four-year colleges and universities. Unpublished doctoral dissertation, University of South Carolina.
  23. *Singleton-Williams, S. (2009). Motivational and cognitive learning strategies as predictors of academic success in economically disadvantaged community college students. Unpublished doctoral dissertation, Capella University, Minnesota.
  24. *Sullivan, M. E. (2003). Self-regulated learning of medical students: Assessment of a social cognitive model. Unpublished doctoral dissertation, University of Southern California.
  25. *Wilkinson, L. F. (1990). Interactions of motivational and learning strategy variables with achievement when controlling for knowledge base in an undergraduate science course. Unpublished doctoral dissertation, The University of Akron, Ohio.
  26. *Zachariah, S. (1995). The effects of multimedia-based instruction on the academic achievement of students studying economics. Unpublished doctoral dissertation, The University of Akron, Ohio.

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Metadata

Authors
Credé, M., & Phillips, L. A.
Venue
Learning and Individual Differences
Publisher
Elsevier BV
Published
2011-08
Volume
21
Issue
4
Pages
337-346
ISSN
1041-6080 (ISSN-L)
DOI
10.1016/j.lindif.2011.03.002
OpenAlex
W2009317241
Cited by
494
References
79
FWCI
10.28
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)

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CoChat. (2026). Citation check: A meta-analytic review of the Motivated Strategies for Learning Questionnaire. https://app.cochat.ai/papers/10.1016/j.lindif.2011.03.002
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Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2011.03.002

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