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Motivated Strategies For Learning Questionnaire

MSLQ

    OVERVIEW
    Overview
    Listed below is general information about the instrument.
    Summary
    Original author(s)
    • Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J.

    Original publication
    • Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).

    Year original instrument was published 1991
    Inventory
    Number of items 81
    Number of versions/translations 11
    Cited implementations 9
    Language
    • English
    Country United States, Canada
    Format
    • Response Scale
    Intended population(s)
    • Students
    • Undergraduate
    • Middle School
    • High School
    Domain
    • Affective
    • Behavioral
    Topic
    • Attitutde
    Evidence
    The CHIRAL team carefully combs through every reference that cites this instrument and pulls all evidence that relates to the instruments’ validity and reliability. These data are presented in the following table that simply notes the presence or absence of evidence related to that concept, but does not indicate the quality of that evidence. Similarly, if evidence is lacking, that does not necessarily mean the instrument is “less valid,” just that it wasn’t presented in literature. Learn more about this process by viewing the CHIRAL Process and consult the instrument’s Review (next tab), if available, for better insights into the usability of this instrument.

    Information in the table is given in four different categories:
    1. 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
    2. Reliability - information about the evidence presented to establish reliability of data generated by the instrument; please see the Glossary for term definitions
    3. Validity - information about the evidence presented to establish reliability of data generated by the instrument; please see the Glossary for term definitions
    4. 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

    Original development paper
    Uses the instrument in data collection
    Modified version of existing instrument
    Evaluation of existing instrument

    Reliability

    Test-retest reliability
    Internal consistency
    Coefficient (Cronbach's) alpha
    McDonald's Omega
    Inter-rater reliability
    Person separation
    Generalizability coefficients
    Other reliability evidence

    Vailidity

    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

    Difficulty
    Discrimination
    Evidence based on fairness
    Other general evidence
    Review
    This instrument has not yet been reviewed by the CHIRAL team. If you would like to suggest this instrument to be reviewed, please let us know by using the CHIRAL Feedback page.
    Versions
    Listed below are all versions and modifications that were based on this instrument or this instrument were based on.
    Instrument has been modified in:
    Name Authors
    • Lin, T.-J., & Tsai, C.-C.

    • Tastan, Kirik O., & Boz, Y.

    • Reimer, L. C., Leslie, J. M., Bidwell, S. L., Isborn, C. M., Lair, D., Menke, E., Stokes, B. J., & Hratchian, H. P.

    • Naibert, N., Duck, K.D., Phillips, M.M., & Barbera, J.

    • Tuan, H.-L., Chin, C.-C., & Shieh, S.-H.

    • Yalcinkaya, E., & Boz, Y.

    • Lati, W., Triampo, D., & Yodyingyong, S.

    • Velayutham, S., Aldridge, J., & Fraser, B.

    • Kadioglu-Akbulut, C., & Uzuntiryaki-Kondakci, E.

    Citations
    Listed below are all literature that develop, implement, modify, or reference the instrument.
    1. Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).

    2. 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.

    3. 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.

    4. 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.

    5. 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.

    6. 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.

    7. 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.

    8. 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.

    9. 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