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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Bern and Allen (1974) proposed but did not test the notion that trait relevance moderates crosssituational behavior consistency, but did obtain support, albeit weaker than is generally recognized, for a moderator effect of self-reported consistency. Kenrick and Stringfield (1980) showed that selfreported observability of behavior may also moderate self-peer consistency, but replication attempts were not entirely successful. Our investigation produced significant moderator effects on self-peer correlations for trait relevance, consistency, and observability when each of these variables was analyzed alone; we also obtained significant moderator effects for trait relevance and self-reported consistency (but not for observability) when all the variables were included in the same regression analysis. There was significant support for the prediction that the moderators combine additively: Selfpeer correlations increased linearly as a function of the number of contributing moderator effects.There was even stronger support for the prediction that the moderators combined in an all-or-nothing manner Self-peer correlations were high when the level of all three moderators was high, and low when the level of one or more of the three moderators was low. Our future research recommendation?Identify the optimal moderators and the manner in which they can be combined.

Self-regulated learning involves affective concerns as well as cognitive outcomes. The motivational strategies of defensive pessimism and self-handicapping, in particular, can determine how students learn and study. ' '