Revisiting the Motivated Strategies for Learning Questionnaire

Abstract

The Motivated Strategies for Learning Questionnaire (MSLQ) has dominated self-regulated learning research since the early 1990s. In this study, the two MSLQ subscales specifically designed to assess self-regulation—Metacognitive Self-Regulation subscale and Effort Regulation subscale—were examined. Results indicated that the structure of the two scales is not supported by the original data reported by Pintrich, Smith, Garcia, and McKeachie in 1991 or new data. Statistical and theoretical analyses supported two modified scales, the General Strategies for Learning scale and the Clarification Strategies for Learning scale, that assess academic self-regulation from the original MSLQ items. The statistical and theoretical analyses, results, and modified scales are discussed.

MSLQ-UY, validación con estudiantes universitarios uruguayos

“…Al retomar el tema del volumen de producción asociado al MSLQ, se constata otro conjunto de estudios en los que se han analizado las propiedades psicométricas de este instrumento (Pintrich et al, 1993;Hilpert et al, 2013;Dunn, Lo, Mulvenon, & Sutcliffe, 2012); de modo sistemático este instrumento ha mostrado ser una me-dida confiable de la motivación y las estrategias de aprendizaje autorregulado. Como lo señalaran Duncan y McKeachie (2005), el MSLQ se caracteriza por poseer una estructura conceptual sólida que brinda sustento a su construcción.…”

Why Do I Study? The Mediating Effect of Motivation and Self-Regulation on Student Performance

“…This result was consistent with the results research of Pintrich (2004) which states that self-regulation is a mediator between the personal characteristics which in this case is the academic motivation and contextual which in this case is the flexible assessment system. Students who have self-regulation will have higher academic achievement (Velayutham et al 2012;Dunn et al 2012;Cleary, Zimmerman 2004). Furthermore, the linkage of students in the learning process depends on students' self-efficacy beliefs, the perception of the ability to do the work and the results obtained.…”

Psychometric Studies of the Learning Strategies Scale for University Students

“…With regard to learning strategies, the focus of this study, the scale is divided into two main subscales: Learning Strategies (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) and Time Management and Study Environment (regulation of effort, time, learning by interacting with peers, and asking for help). Recent studies have re-examined the factorial structure of this scale, indicating the need for the inclusion of two new scales: General Learning Strategies and Clarification Strategies (Dunn et al, 2012).…”

“…From the psychometric perspective, the results of national and international studies show, on the one hand, good internal consistency for the scales, but on the other, reveal the configuration of different groupings of items, which appear either as isolated factors, or combined or renamed (Bartalo, 2006;Duncan & McKeachie, 2005;Dunn et al, 2012;Figueira, 1994;Machado et al, 2005;Santos et al, 2004). Undoubtedly, this inconsistency in results reinforces the need for further studies aimed at improving the items or revising the definition of the construct.…”

“…Learning strategies more specifically named by some authors, in reality can be grouped into the broad categories proposed by others, such as the two major groups: cognitive and metacognitive strategies, which seem to encompass a wide range of strategies. According to Weinstein et al (2012), it is difficult to define learning strategies, since this term has not been used in a standardized way by specialists of the subject (Duncan & McKeachie, 2005;Dunn, Lo, Mulvenon, & Sutcliffe, 2012;Zimmerman & Martinez-Pons, 1986). However, these authors highlight that there is consensus among researchers that learning strategies involve the use of cognition and metacognition, and involve motivation, emotion, and student engagement in behaviors that increase the likelihood of obtaining success in learning.…”