MSLQ
OVERVIEW
| Summary | |
|---|---|
| Original author(s) |
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| Original publication |
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| Year original instrument was published | 1991 |
| Inventory | |
| Number of items | 81 |
| Number of versions/translations | 11 |
| Cited implementations | 9 |
| Language |
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| Country | United States, Canada |
| Format |
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| Intended population(s) |
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| Domain |
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| Topic |
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EVIDENCE
Information in the table is given in four different categories:
- General - information about how each article used the instrument:
- Original development paper - indicates whether in which paper(s) the instrument was developed initially
- Uses the instrument in data collection - indicates whether an article administered the instrument and collected responses
- Modified version of existing instrument - indicates whether an article has modified a prior version of this instrument
- Evaluation of existing instrument - indicates whether an article explicitly provides evidence that attempt to evaluate the performance of the instrument; lack of a checkmark here implies an article that administered the instrument but did not evaluate the instrument itself
- Reliability - information about the evidence presented to establish reliability of data generated by the instrument; please see the Glossary for term definitions
- Validity - information about the evidence presented to establish reliability of data generated by the instrument; please see the Glossary for term definitions
- Other Information - information that may or may not directly relate to the evidence for validity and reliability, but are commonly reported when evaluating instruments; please see the Glossary for term definitions
| Publications: | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
General |
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| Original development paper | ✔ | ||||||||
| Uses the instrument in data collection | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ||
| Modified version of existing instrument | |||||||||
| Evaluation of existing instrument | ✔ | ✔ | ✔ | ✔ | ✔ | ||||
Reliability |
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| Test-retest reliability | |||||||||
| Internal consistency | |||||||||
| Coefficient (Cronbach's) alpha | ✔ | ✔ | ✔ | ✔ | ✔ | ||||
| McDonald's Omega | |||||||||
| Inter-rater reliability | |||||||||
| Person separation | |||||||||
| Generalizability coefficients | |||||||||
| Other reliability evidence | |||||||||
Validity |
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| Expert judgment | |||||||||
| Response process | |||||||||
| Factor analysis, IRT, Rasch analysis | ✔ | ✔ | |||||||
| Differential item function | |||||||||
| Evidence based on relationships to other variables | ✔ | ✔ | ✔ | ✔ | |||||
| Evidence based on consequences of testing | |||||||||
| Other validity evidence | |||||||||
Other information |
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| Difficulty | |||||||||
| Discrimination | |||||||||
| Evidence based on fairness | |||||||||
| Other general evidence |
REVIEW
VERSIONS
CITATIONS
Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
Raker, J.R., Gibbons, R.E., & Cruz-Ramirez, de Arellano D. (2019). Development and evaluation of the organic chemistry-specific achievement emotions questionnaire (AEQ-OCHEM). Journal of Research in Science Teaching, 56(2), 163-183.
Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., & Perry, R.P. (2011). Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Linnenbrink-Garcia, L., Durik, A.M., Conley, A.M.M., Barron, K.E., Tauer, J.M., Karabenick, S.A., & Harackiewicz, J.M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70(4), 647-671.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813.
Chan, J.Y.K., & Bauer, C.F. (2014). Identifying at-risk students in general chemistry via cluster analysis of affective characteristics. Journal of Chemical Education, 91(9), 1417-1425.
Feldon, D. F., Timmerman, B. C., Stowe, K. A., & Showman, R. (2010). Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences. Journal of research in science teaching, 47(10), 1165-1185.
Chan, J.Y.K., & Bauer, C.F. (2016). Learning and studying strategies used by general chemistry students with different affective characteristics. Chemistry Education Research and Practice, 17(4), 675-684.
Underwood, S.M., Reyes-Gastelum, D., & Cooper, M.M. (2016). When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula. Chemistry Education Research