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The current paper presents a meta-analytic review of the Motivated Strategies for Learning Questionnaire (MSLQ), which consists of fifteen subscales designed from classic social cognitive learning theories and which is widely used to predict academic performance.
In this experiment, we employed the motivated strategies for learning questionnaire to collect the respondents' motivation states.
The Motivated Strategies for Learning Questionnaire (MSLQ), originally developed by Pintrich and DeGroot (1990), was subject-specific but could be easily adapted.
Richardson et al. (2012) identified and mapped both academic self-efficacy and effort regulation in the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991).
Table 7 Motivated strategies and learning questionnaire (Pintrich and DeGroot 1990) Factor Item Self-efficacy Compared with other students in this class, I expect to do well.
Pintrich et al. (1993) developed a questionnaire "to measure college undergraduates' motivation and self-regulated learning" (Artino 2005, p. 3), the Motivated Strategies for Learning Questionnaire (MSLQ).
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Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%).
The t value of pre-test and post-test in "service learning effective questionnaire" are significant (t=30.409, p<.001).
Additional file 1: Learning Style Questionnaire of Ruijters.
First, the learning style questionnaire utilized is not commonly used.
In order to compare the items scores of the learning impact questionnaire we also conducted an ANOVA.
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