The Making of the Motivated Strategies for Learning Questionnaire

By T. Duncan, Wilbert McKeachie. 2005

1,094 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0cffdd0aef9ab3b7ba0f5eae610efbb52da733a3

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom (2010, methodology): “The subscale offered a previous reliability of .79 (Duncan & McKeachie, 2005), and Pintrich et al. (1991) reported a composite item mean of 4.54 (SD .90) for the subscale.”
Turkish high school students' biology achievement in relation to academic self-regulation (2007, background): “In fact, students' use of self-regulatory skills may vary even for different courses depending on the nature of the academic tasks (Duncan & McKeachie, 2005 ).”
Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich (2005, methodology): “Last, I mention the MSLQ, a measure developed by Pintrich and his colleagues (McKeachie, Pintrich, & Lin, 1985; Pintrich, 1989; Pintrich et al., 1987; see also Duncan & McKeachie, 2005, for a more in-depth discussion).”
Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning (2017, methodology): “The Motivated Strategies for Learning Questionnaire (MSLQ) [23], which seems to represent a useful, reliable, and valid means for assessing students’ motivation and the use of learning strategies [24], was adapted and used to establish the motivational component (22 items) and strategy use component”
Review of the Motivated Strategies for Learning Questionnaire. (2005, methodology): “Appendix E contains an abbreviated list of 10 of these studies (for a more complete listing, see Duncan and McKeachie, 2005), and the following section describes how the MSLQ has been used in two of these studies.”
The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses (2016, methodology): “According to Duncan and McKeachie (2005) and Pintrich et al. (1991), the MSLQ 81-item instrument can be used in its entirety or modified so that subscales of the MSLQ are used to evaluate students. For the purposes of this study, the subscales metacognitive self-regulation and time/study environment”
The relationship between the big-five model of personality and self-regulated learning strategies. (2007, background): “Pintrich (1995) posited, for example, that students are able to learn to self-regulate in academic settings through self-reflection and exercise.”
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “Control of beliefs is another important component, referring to learners’ perceptions that ‘outcomes are contingent on one’s own effort, rather than external factor such as the teacher or luck’ (Duncan & McKeachie, 2005, p. 119).”
Implications of task structure on self‐regulated learning and achievement (2009, background): “Research has supported a fundamental assertion within social cognitive theory that personal beliefs about ability, effort, and outcomes influence the attainment of goals (eg, knowledge, achievement) by influencing how much a student senses control in the learning environment and how well they self‐r”
College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach (2014, methodology): “With this approach, the student is ‘represented as an active processor of information whose beliefs and cognition mediated important instructional input and task characteristics’ (Duncan & McKeachie, 2005, p. 117).”
Achievement Goal Theory: The Relationship of Accounting Students’ Goal Orientations with Self-efficacy, Anxiety, and Achievement (2015, methodology): “Students were instructed to indicate how true each statement was for them for the accounting class in which they were currently enrolled; they completed the MSLQ after the first exam, which was taken in the fifth week of a 16-week semester.”
Student Motivation and Learning in Mathematics and Science: A Cluster Analysis (2016, background): “This framework assumes that Bmotivation is dynamic and contextually bound and that learning strategies can be learned and brought under the control of the student^ (Duncan & McKeachie, 2005, p. 117).”
Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy (2009, background): “…implies conscious awareness and coordination of one’s cognitive and metacognitive thinking processes and strategies, and typically involves selecting and deploying appropriate strategies in order to achieve explicit or implicit learning goals (Duncan & McKeachie, 2005; O’Neil and Abedi, 1996).”
Predictors of Retention and Achievement in a Massive Open Online Course (2015, background): “Finally, motivation is a complex construct and could be operationalized and measured in additional ways that might yield important insights regarding MOOC retention and achievement (e.g., Duncan & McKeachie, 2005; Pintrich, Smith, Garcia, & McKeachie, 1993; Ryan & Deci, 2000).”