Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Abstract
This paper reports on a new self-report, Likert-scaled instrument that was designed to assess motivation and use of learning strategies by college students. The motivation scales tap into three broad areas: (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies section is comprised of nine scales which can be distinguished as cognitive, metacognitive, and resource management strategies. The cognitive strategies scales include (a) rehearsal, (b) elaboration, (c) organization, and (d) critical thinking. Metacognitive strategies are assessed by one large scale that includes planning, monitoring, and regulating strategies. Resource management strategies include (a) managing time and study environment; (b) effort management, (c) peer learning, and (d) help-seeking. Scale reliabilities are robust, and confirmatory factor analyses demonstrated good factor structure. In addition, the instrument shows reasonable predictive validity to the actual course performance of students.
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Established learning questionnaires provide students with strategies or procedures, asking them to indicate whether and/or how often they apply the respective strategies.
“Established learning questionnaires (e.g., Pintrich et al. 1993) provide students with strategies or procedures, asking them to indicate whether and/or how often they apply the respective strategies.”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Pintrich et al. 1993
The Critical Thinking Skills scale adopted from the MSLQ (Pintrich et al., 1993) measures the degree to which students apply knowledge to problem-solving or make critical evaluations, and demonstrates good reliability and validity (Cronbach's alpha = 0.80).
“As indicated in the original study (Pintrich et al., 1993), this scale demonstrates good reliability and validity (Cronbach's alpha = 0.80).”
From The role of critical thinking on undergraduates' reliance behaviours on generative <scp>AI</scp> in problem‐solving (2025) · cites this paper as Pintrich et al., 1993
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- Authors
- Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J.
- Affiliations
- University of Michigan (US)
- The University of Michigan Ann Arbor
- Venue
- Educational and Psychological Measurement
- Publisher
- SAGE Publications
- Published
- 1993-09
- Volume
- 53
- Issue
- 3
- Pages
- 801-813
- ISSN
- 0013-1644 (ISSN-L)
- 1552-3888
- OpenAlex
- W2070635017
- Cited by
- 3,646
- References
- 9
- Citations by year
- 2026: 132 · 2025: 202 · 2024: 219 · 2023: 227 · 2022: 209 · 2021: 226 · 2020: 220 · 2019: 250 · 2018: 184 · 2017: 181 · 2016: 183 · 2015: 200 · 2014: 141 · 2013: 166 · 2012: 130
- FWCI
- 9.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational and Psychological Measurement (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- Motivated Strategies for Learning Questionnaire, learning strategies, academic motivation, self-efficacy, test anxiety, goal orientation, task value, metacognitive strategies, cognitive strategies, resource management strategies, university students, course performance, instrument validation
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