Cited by 3,646Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsPsychometric Methodologies and Testing

The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.

Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)

Pintrich, Paul R., Smith, David A. F., Garcia, Teresa, Mckeachie, Wilbert J.·1993·Educational and Psychological Measurement

DOI 10.1177/0013164493053003024

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.1177/0013164493053003024

Cites

9 of 9 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,630
Structural Equation Modeling with LISREL: Essentials and Advances.
Land, K. C., & Hayduk, L. A. (1990) · Social Forces · doi:10.2307/2579660 · Cited by 1,313
A Process-Oriented View of Student Motivation and Cognition.
Pintrich, P. (1988) · New Directions for Institutional Research · doi:10.1002/ir.37019885707 · Cited by 255
Self-citation
Teaching Learning Strategies
Mckeachie, W., Pintrich, P., & Lin, Y.-G. (1985) · Educational Psychologist · doi:10.1207/s15326985ep2003_5 · Cited by 159
Self-citation
Structural Equation Modeling with LISREL: Essentials and Advances
Wardrop, J. L., Hayduk, L. A., & Bollen, K. A. (1993) · Journal of Educational Statistics · doi:10.2307/1165186 · Cited by 127
Survey of study habits and attitutes
Brown, W. F., & Holtzman, W. H. (1965) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 117
Student learning and college teaching
Pintrich, P. (1988) · New Directions for Teaching and Learning · doi:10.1002/tl.37219883308 · Cited by 103
Self-citation
Teaching a Course in Learning to Learn
Pintrich, P. R., McKeachie, W. J., & Lin, Y.-G. (1987) · Teaching of Psychology · doi:10.1207/s15328023top1402_3 · Cited by 80
Self-citation
Survey of Study Habits and Attitudes
Brown, W. F., & Holtzman, W. H. (1953) · PsycTESTS Dataset · doi:10.1037/t06896-000 · Cited by 79

Show all 9 references

Research works printed but not linked: 2

Joreskog, K. G., 1986, LISREL: Analysis of linear structural relationships by the method of maximum likelihood: User's guide
Pintrich, P. R., 1989, Advances in motivation and achievement: Motivation-enhancing environments, 117

Sorted by citations

Items 201–300 of 1,012

Comparing active delay and procrastination from a self-regulated learning perspective
Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.07.005 · Cited by 186
Examining the relations of time management and procrastination within a model of self-regulated learning
Wolters, C. A., Won, S., & Hussain, M. (2017) · Metacognition and Learning · doi:10.1007/s11409-017-9174-1 · Cited by 186
Motivation and performance in a game-based intelligent tutoring system.
Jackson, G. T., & McNamara, D. S. (2013) · Journal of Educational Psychology · doi:10.1037/a0032580 · Cited by 186
Cross Cultural Differences in Online Learning Motivation
Lim, D. H. (2004) · Educational Media International · doi:10.1080/09523980410001685784 · Cited by 185
Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course
Kumar, J. A. (2021) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-021-00302-w · Cited by 183
THE EFFECT OF ACTIVE LEARNING ON STUDENT CHARACTERISTICS IN A HUMAN PHYSIOLOGY COURSE FOR NONMAJORS
Wilke, R. R. (2003) · AJP Advances in Physiology Education · doi:10.1152/advan.00003.2002 · Cited by 183
Novice Programmers and Introductory Programming
Robins, A. V. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.013 · Cited by 191
Aspects and Prospects of Measuring Studying and Learning in Higher Education
Lonka, K., Olkinuora, E., & Mäkinen, J. (2004) · Educational Psychology Review · doi:10.1007/s10648-004-0002-1 · Cited by 182
A systematic review of language learner strategy research in the face of self-regulation
Rose, H., Briggs, J. G., Boggs, J. A., Sergio, L., & Ivanova-Slavianskaia, N. (2017) · System · doi:10.1016/j.system.2017.12.002 · Cited by 182
The educational use of social annotation tools in higher education: A literature review
Novak, E., Razzouk, R., & Johnson, T. E. (2011) · The Internet and Higher Education · doi:10.1016/j.iheduc.2011.09.002 · Cited by 178
A meta-analysis on critical thinking and community college student achievement
Fong, C. J., Kim, Y., Davis, C., Hoang, T., & Kim, Y. W. (2017) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2017.06.002 · Cited by 207
Academic procrastination and motivation of adolescents in Turkey
Klassen, R. M., & Kuzucu, E. (2009) · Educational Psychology · doi:10.1080/01443410802478622 · Cited by 194
Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement
Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009) · The Journal of Educational Research · doi:10.3200/joer.102.4.243-256 · Cited by 183
Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students
Zusho, A., Pintrich, P. R., & Cortina, K. S. (2004) · Learning and Individual Differences · doi:10.1016/j.lindif.2004.11.003 · Cited by 184
Self-citation
No tests required
Watson, C., Li, F. W. B., & Godwin, J. L. (2014) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/2538862.2538930 · Cited by 176
Learning strategies and academic performance in distance education
Neroni, J., Meijs, C. J. C., Gijselaers, H. J. M., Kirschner, P. A., & de Groot, R. H. M. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.04.007 · Cited by 176
Self‐Regulation and Learning
Schunk, D. H., & Zimmerman, B. J. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop207003 · Cited by 179
Noncognitive Skills in the Classroom: New Perspectives on Educational Research
Rosen, J. A., Glennie, E. J., Dalton, B. W., Lennon, J. M., & Bozick, R. N. (2010) · doi:10.3768/rtipress.2010.bk.0000.1009 · Cited by 187
Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences Among College Students
Bembenutty, H. (2007) · Journal of Advanced Academics · doi:10.4219/jaa-2007-553 · Cited by 183
Motivational Effects on Self-Regulated Learning with Different Tasks
Vollmeyer, R., & Rheinberg, F. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9017-0 · Cited by 188
Big-Fish-Little-Pond Effect
Seaton, M., Marsh, H. W., & Craven, R. G. (2009) · American Educational Research Journal · doi:10.3102/0002831209350493 · Cited by 183
Perfectionism, Academic Motivation, and Psychological Adjustment: An Integrative Model
Miquelon, P., Vallerand, R. J., Grouzet, F. M. E., & Cardinal, G. (2005) · Personality and Social Psychology Bulletin · doi:10.1177/0146167204272298 · Cited by 173
Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning
Velayutham, S., Aldridge, J. M., & Fraser, B. J. (2011) · International Journal of Science Education · doi:10.1080/09500693.2010.541529 · Cited by 189
Hong Kong Teacher Education Students' Epistemological Beliefs and Approaches to Learning
Chan, K. W. 陳. (2003) · Research in Education · doi:10.7227/rie.69.4 · Cited by 181
Exploring the effects of project-based learning in secondary mathematics education
Holmes, V.-L., & Hwang, Y. (2016) · The Journal of Educational Research · doi:10.1080/00220671.2014.979911 · Cited by 172
School motivation and high school dropout: The mediating role of educational expectation
Fan, W., & Wolters, C. A. (2012) · British Journal of Educational Psychology · doi:10.1111/bjep.12002 · Cited by 172
Classroom Assessment, Student Motivation, and Achievement in High School Social Studies Classes
Brookhart, S. M., & Durkin, D. T. (2003) · Applied Measurement in Education · doi:10.1207/s15324818ame1601_2 · Cited by 172
Toward a conceptual model of mentoring research: Integration with self-regulated learning
Schunk, D. H., & Mullen, C. A. (2013) · Educational Psychology Review · doi:10.1007/s10648-013-9233-3 · Cited by 171
Understanding the dynamics of motivation in socially shared learning
Järvelä, S., Järvenoja, H., & Veermans, M. (2008) · International Journal of Educational Research · doi:10.1016/j.ijer.2007.11.012 · Cited by 184
Measuring self-regulation in a learning context: Reliability and validity of the Self-Regulation of Learning Self-Report Scale (SRL-SRS)
Toering, T., Elferink-Gemser, M. T., Jonker, L., van Heuvelen, M. J. G., & Visscher, C. (2012) · International Journal of Sport and Exercise Psychology · doi:10.1080/1612197x.2012.645132 · Cited by 186
Student engagement in mathematics: Development of instrument and validation of construct
Kong, Q., Wong, N., & Lam, C. (2003) · Mathematics Education Research Journal · doi:10.1007/bf03217366 · Cited by 171
Prediction of academic achievement based on learning strategies and outcome expectations among medical students
Nabizadeh, S., Hajian, S., Sheikhan, Z., & Rafiei, F. (2019) · BMC Medical Education · doi:10.1186/s12909-019-1527-9 · Cited by 171
Self‐Regulation
McClelland, M. M., Ponitz, C. C., Messersmith, E. E., & Tominey, S. L. (2010) · Wiley eBooks · doi:10.1002/9780470880166.hlsd001015 · Cited by 172
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement
Stupnisky, R. H., Renaud, R. D., Daniels, L. M., Haynes, T. L., & Perry, R. P. (2008) · Research in Higher Education · doi:10.1007/s11162-008-9093-8 · Cited by 182
The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning
Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999) · Learning and Individual Differences · doi:10.1016/s1041-6080(00)80003-5 · Cited by 170
Self-citation
Assessing students' conceptions of learning
Purdie, N., & Hattie, J. (2002) · QUT ePrints (Queensland University of Technology) · Cited by 169
Self-Concealment: Integrative Review and Working Model
Larson, D. G., Chastain, R. L., Hoyt, W. T., & Ayzenberg, R. (2015) · Journal of Social and Clinical Psychology · doi:10.1521/jscp.2015.34.8.705 · Cited by 180
Perfectionism and motivation of adolescents in academic contexts.
Bong, M., Hwang, A., Noh, A., & Kim, S. (2014) · Journal of Educational Psychology · doi:10.1037/a0035836 · Cited by 199
Epistemic beliefs: Setting the standards for self-regulated learning
Muis, K. R., & Franco, G. M. (2009) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2009.06.005 · Cited by 183
Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore
Klassen, R. M., Ang, R. P.-H., Chong, W. H., Krawchuk, L. L., Huan, V. S. L., Wong, I., & Yeo, L. S. (2009) · Applied Psychology · doi:10.1111/j.1464-0597.2009.00394.x · Cited by 183
Student Buy-In to Active Learning in a College Science Course
Cavanagh, A. J., Aragón, O. R., Chen, X., Couch, B. A., Durham, M. F., Bobrownicki, A., Hanauer, D. I., & Graham, M. J. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-07-0212 · Cited by 166
Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment
Klingenberg, S., Jørgensen, M. L. M., Dandanell, G., Skriver, K., Mottelson, A., & Makransky, G. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.13029 · Cited by 181
Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence
Husman, J. E., Derryberry, W. P., Crowson, H. M., & Lomax, R. G. (2003) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(03)00019-5 · Cited by 165
Profiles in self-regulated learning and their correlates for online and blended learning students
Broadbent, J., & Fuller‐Tyszkiewicz, M. (2018) · Educational Technology Research and Development · doi:10.1007/s11423-018-9595-9 · Cited by 165
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process
Järvenoja, H., Volet, S., & Järvelä, S. (2012) · Educational Psychology · doi:10.1080/01443410.2012.742334 · Cited by 179
Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories
Klein, P., Ivanjek, L., Dahlkemper, M. N., Jeličić, K., Geyer, M.-A., Küchemann, S., & Susac, A. (2021) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.17.010117 · Cited by 163
Metacognition and Learning
McCormick, C. B. (2003) · Wiley eBooks · doi:10.1002/0471264385.wei0705 · Cited by 163
The Relationship between Self-Directed Learning and Problem-Solving Ability: The Mediating Role of Academic Self-Efficacy and Self-Regulated Learning among Nursing Students
Hwang, Y. H., & Oh, J. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18041738 · Cited by 162
Psychopathology and academic performance: The role of motivation and learning strategies.
Brackney, B. E., & Karabenick, S. A. (1995) · Journal of Counseling Psychology · doi:10.1037/0022-0167.42.4.456 · Cited by 162
Accounting education literature review (2015)
Apostolou, B. A., Dorminey, J. W., Hassell, J. M., & Rebele, J. E. (2016) · Journal of Accounting Education · doi:10.1016/j.jaccedu.2016.03.002 · Cited by 161
Conceptualizing the Relations Between Executive Functions and Self-Regulated Learning
Garner, J. (2009) · The Journal of Psychology · doi:10.3200/jrlp.143.4.405-426 · Cited by 160
Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms
Turner, J. C., Meyer, D. K., Midgley, C., & Patrick, H. (2003) · The Elementary School Journal · doi:10.1086/499731 · Cited by 160
Motivational Beliefs, Study Strategies, and Mathematics Attainment in High- and Low-Achieving Chinese Secondary School Students
Rao, N., Moely, B. E., & Sachs, J. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1003 · Cited by 160
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation
Hickey, D. T. (2003) · The Elementary School Journal · doi:10.1086/499733 · Cited by 160
Effects of a metacognitive support device in learning environments
Bannert, M., Hildebrand, M., & Mengelkamp, C. (2008) · Computers in Human Behavior · doi:10.1016/j.chb.2008.07.002 · Cited by 174
Self-Regulated Learning as a Competence: Implications of Theoretical Models for Assessment Methods
Wirth, J., & Leutner, D. (2008) · Zeitschrift für Psychologie / Journal of Psychology · doi:10.1027/0044-3409.216.2.102 · Cited by 158
Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention
Sandí-Ureña, S., Cooper, M. M., & Stevens, R. H. (2010) · International Journal of Science Education · doi:10.1080/09500690903452922 · Cited by 158
Disciplinary and gender differences among higher education students in self‐regulated learning strategies
Virtanen, P., & Nevgi, A. (2010) · Educational Psychology · doi:10.1080/01443411003606391 · Cited by 169
Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance
Ferla, J., Valcke, M., & Schuyten, G. (2010) · European Journal of Psychology of Education · doi:10.1007/s10212-010-0030-9 · Cited by 157
The Relationship Between Self-Compassion, Self-Efficacy, and Control Belief about Learning in Turkish University Students
İskender, M. (2009) · Social Behavior and Personality An International Journal · doi:10.2224/sbp.2009.37.5.711 · Cited by 157
Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education
Guan, J., Xiang, P., McBride, R. E., & Bruene, A. (2006) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.25.1.58 · Cited by 172
Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory
Le, H., Casillas, A., Robbins, S. B., & Langley, R. (2005) · Educational and Psychological Measurement · doi:10.1177/0013164404272493 · Cited by 157
Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire
Garcia, T., & Pintrich, P. R. (1996) · Springer eBooks · doi:10.1007/978-94-011-0657-3_12 · Cited by 157
Self-citation
Metacognition in Psychology
Norman, E., Pfuhl, G., Sæle, R. G., Svartdal, F., Låg, T., & Dahl, T. I. (2019) · Review of General Psychology · doi:10.1177/1089268019883821 · Cited by 174
Role of academic self-efficacy in moderating the relation between task importance and test anxiety
Nie, Y., Lau, S., & Liau, A. K. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.09.005 · Cited by 167
Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education
Stark, R., Kopp, V., & Fischer, M. R. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.10.001 · Cited by 154
A Contextualized, Differential Sequence Mining Method to Derive Students' Learning Behavior Patterns
Kinnebrew, J. S., Loretz, K. M., & Biswas, G. (2013) · Journal of Educational Data Mining · doi:10.5281/zenodo.3554617 · Cited by 154
A System's View of E‐Learning Success Model
Eom, S. B., & Ashill, N. J. (2018) · Decision Sciences Journal of Innovative Education · doi:10.1111/dsji.12144 · Cited by 169
Factors Influencing Academic Motivation of Ethnic Minority Students: A Review
Isik, U., Tahir, O. E., Meeter, M., Heymans, M. W., Jansma, E. P., Croiset, G., & Kusurkar, R. A. (2018) · SAGE Open · doi:10.1177/2158244018785412 · Cited by 181
Sex differences in the relation between statistics anxiety and cognitive/learning strategies
Rodarte-Luna, B. E., & Sherry, A. R. (2007) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2007.03.002 · Cited by 153
Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis
Cheng, K., & Tsai, C. (2020) · British Journal of Educational Technology · doi:10.1111/bjet.12956 · Cited by 152
Intraindividual Differences in Motivation and Cognition in Students With and Without Learning Disabilities
Pintrich, P. R., Anderman, E. M., & Klobucar, C. (1994) · Journal of Learning Disabilities · doi:10.1177/002221949402700603 · Cited by 158
Self-citation
Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments
Cho, M., & Jonassen, D. H. (2009) · Educational Psychology · doi:10.1080/01443410802516934 · Cited by 162
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.10.003 · Cited by 172
Self-regulated learning and self-directed study in a pre-college sample
Abar, B. W., & Loken, E. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.09.002 · Cited by 150
Pre‐Collegiate Factors Influencing the Self‐Efficacy of Engineering Students
Fantz, T. D., Siller, T. J., & DeMiranda, M. A. (2011) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2011.tb00028.x · Cited by 150
Deep Meaningful Learning
Mystakidis, S. (2021) · Encyclopedia · doi:10.3390/encyclopedia1030075 · Cited by 150
Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education
Alt, D. (2015) · Learning Environments Research · doi:10.1007/s10984-015-9174-5 · Cited by 170
Recognizing and measuring self-regulated learning in a mobile learning environment
Li, S., Looi, C., Chen, W., Seow, P., & Wong, L. H. (2011) · Computers in Human Behavior · doi:10.1016/j.chb.2011.11.019 · Cited by 160
Turning the Kaleidoscope: What We See When Self-Regulated Learning is Viewed With a Qualitative Lens
Patrick, H., & Middleton, M. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3701_4 · Cited by 149
Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: effects of generic vs. specific prompts
Kramarski, B., & Kohen, Z. (2016) · Metacognition and Learning · doi:10.1007/s11409-016-9164-8 · Cited by 162
Use of task-value instructional inductions for facilitating engagement and conceptual change
Johnson, M. L., & Sinatra, G. M. (2012) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2012.09.003 · Cited by 165
Comparison of Self-Beliefs for Predicting Student Motivation and Achievement
Bong, M., Cho, C., Ahn, H., & Kim, H. J. (2012) · The Journal of Educational Research · doi:10.1080/00220671.2011.627401 · Cited by 155
Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale
Artino, A. R., & McCoach, D. B. (2008) · Journal of Educational Computing Research · doi:10.2190/ec.38.3.c · Cited by 155
An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review
Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v13i09.8351 · Cited by 163
Achievement goal orientations and self-regulation in writing: An integrative perspective.
Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009) · Journal of Educational Psychology · doi:10.1037/a0013200 · Cited by 153
Competition and students’ perceptions in a game-based language learning environment
Vandercruysse, S., Vandewaetere, M., Frederik Cornillie, B., & Clarebout, G. (2013) · Educational Technology Research and Development · doi:10.1007/s11423-013-9314-5 · Cited by 155
Differential relations of constructivist and didactic instruction to students' cognition, motivation, and achievement
Nie, Y., & Lau, S. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.04.002 · Cited by 154
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences
Kraft, K. J. V. D. H., Srogi, L., Husman, J. E., Semken, S. C., & Fuhrman, M. (2011) · Journal of Geoscience Education · doi:10.5408/1.3543934a · Cited by 148
ANALYTIC AND PRAGMATIC FACTORS IN COLLEGE STUDENTS' METACOGNITIVE READING STRATEGIES
Taraban, R., Kerr, M. S., & Rynearson, K. (2004) · Reading Psychology · doi:10.1080/02702710490435547 · Cited by 142
A Handbook for Teaching and Learning in Higher Education
(2003) · Routledge eBooks · doi:10.4324/9780203416877 · Cited by 145
University students' self-control and self-regulated learning in a blended course
Zhu, Y., Au, W., & Yates, G. (2016) · The Internet and Higher Education · doi:10.1016/j.iheduc.2016.04.001 · Cited by 156
The role of a skills learning support program on first-generation college students’ self-regulation, motivation, and academic achievement: a longitudinal study.
Wibrowski, C. R., Matthews, W. K., & Kitsantas, A. (2017) · Journal of College Student Retention: Research, Theory & Practice · doi:10.1177/1521025116629152 · Cited by 140
Understanding Learners’ Motivation and Learning Strategies in MOOCs
Alario‐Hoyos, C., Ayres, I. E., Pérez‐Sanagustín, M., Kloos, C. D., & Fernández-Panadero, C. (2017) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v18i3.2996 · Cited by 160
Developing and validating a student feedback literacy scale
Zhan, Y. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.2001430 · Cited by 140
Academic enablers and student achievement: Implications for assessment and intervention services in the schools
DiPerna, J. C. (2005) · Psychology in the Schools · doi:10.1002/pits.20125 · Cited by 138
Introduction to the Special Issue Work Habits and Work Styles: Volition in Education
Corno, L. (2004) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/j.1467-9620.2004.00400.x · Cited by 137
Procrastination in a distance university setting
Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012) · Distance Education · doi:10.1080/01587919.2012.723165 · Cited by 136
Patterns of boredom and its relationship with perceived autonomy support and engagement
Tze, V. M. C., Klassen, R. M., & Daniels, L. M. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.05.001 · Cited by 151
Decision-making determinants of students participating in MOOCs: Merging the theory of planned behavior and self-regulated learning model
Lung-Guang, N. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.02.004 · Cited by 136

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
DOI: 10.1177/0013164493053003024
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
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Educational and Psychological Measurement (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational 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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks