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.
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).
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.
Although the use of the motivated strategies for learning questionnaire (MSLQ) (Garcia and Pintrich 1996) can gather data about students' motivation, the questionnaire measures were quite long and were not sensitive to change over time.
Due to the context sensitive nature of motivation (Duncan & McKeachie 2005), Pintrich, Smith, and McKeachie's Motivated Strategies for Learning Questionnaire (MSLQ) was modified by Shiu (2002) to assess student learning motivation in English, and was adopted in this study.
In constructing questionnaire items for 'motivation', Pintrich et al.'s (1991) Motivation Strategies for Learning Questionnaire (MSLQ) was considered a suitable reference for the present study, because it is widely applicable in the field of educational psychology, and aimed at university students.
Of these, 213 students chose to participate in the training and 179 blended learning questionnaire forms were returned (84.0%).
