Article
A meta-analytic review of the Motivated Strategies for Learning Questionnaire
Learning and Individual Differences
(2011)
Abstract
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. Results based on 2158 correlations from 67 independent samples and 19,900 college students indicate that the subscales of the MSLQ vary in their utility for predicting grades, with grade-related validities ranging from ρ = .40 for the subscale measuring students' effort regulation to ρ = .05 for the subscale measuring students' help-seeking behaviors. Factor-analyses of the meta-analytic intercorrelations broadly support the theoretical structure of the MSLQ. Alteration or elimination of items with undesirable psychometric characteristics could potentially both augment empirical support for the theoretical structure of the MSLQ and strengthen its subscales' predictive utility for academic performance.
Keywords
- Motivated Strategies for Learning Questionnaire,
- (MSLQ),
- Meta-analysis,
- Academic performance,
- social-cognitive learning theories,
- motivation,
- learning strategies
Disciplines
Publication Date
2011
DOI
10.1016/j.lindif.2011.03.002
Publisher Statement
NOTICE: this is the author’s version of a work that was accepted for publication in Learning and Individual Differences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning and Individual Differences, [21, 4, (2011)] DOI:10.1016/j.lindif.2011.03.002
Citation Information
L. Alison Phillips and Marcus Crede. "A meta-analytic review of the Motivated Strategies for Learning Questionnaire" Learning and Individual Differences Vol. 21 Iss. 4 (2011) p. 337 - 346 Available at: http://works.bepress.com/marcus-crede/6/