A meta-analytic review of the Motivated Strategies for Learning Questionnaire

By Marcus Crede, L. Phillips. 2011

487 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/21f7975c8c5645672553987b9cf5a5d69b6379b7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Y. Teimouri
2. Robert A. Bjork
3. Nate Kornell
4. W. van de Grift
5. E. Jansen
6. E. V. Rooij
7. Jaclyn Broadbent
8. Jenefer Husman

In Experimental and Cognitive Psychology

1. Jaclyn Broadbent
2. P. D. Harms
3. W. van de Grift
4. Luke Plonsky
5. Jonathan C. Hilpert
6. Jenefer Husman
7. E. Jansen
8. E. V. Rooij

In Social Psychology

1. Luke Plonsky
2. Jaclyn Broadbent
3. Farhad Tabandeh
4. Hallgeir Halvari
5. Jonathan C. Hilpert
6. P. D. Harms
7. W. van de Grift
8. Y. Teimouri

Citations in the corpus

• Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination (2018, background): “…convincing evidence for the positive relation between college students' time management and their grade point average (GPA) and semester grades (Credé & Phillips, 2011) In contrast, academic procrastination has been understood as a maladaptive behavior that interferes with students' learning…”
• L2 grit: Passion and perseverance for second-language learning (2020, background): “…factors, such as study habits and study skills (Credé & Kuncel, 2008), test anxiety (Seipp, 1991), adjustment (Credé & Niehorster, 2012), emotional intelligence (Perera & DiGiacomo, 2013), learning strategies (Credé & Phillips, 2011; Richardson, Abraham, & Bond, 2012), and academic performance.”
• The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “Additionally, research on learning strategies suggests that the use of cognitive, metacognitive, and resource management strategies directly influences students' pre-class achievement (Credé & Phillips, 2011; Pintrich et al., 1993).”
• Evidence for the Latent Factor Structure of the MSLQ (2013, methodology): “The existing MSLQ literature in this area suggested more psychometric problems with these subscales than others in the motivation section (Credé & Phillips, 2011; Dunn et al., 2012).”
• Comparing online and blended learner's self-regulated learning strategies and academic performance (2017, background): “Credé and Phillips (2011) argue that both peer learning (three of three questions) and help seek (three of four questions) as measured by the MSLQ, have conditional content (Whenever X occurs, I do Y; therefore the response is contingent on X occurring to begin with) and ideal point items (where…”
• Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “Representative item(s): see http://www.hhpublishing.com/_assessments/ LLO/scales.html and Credé & Phillips (2011) Effort regulation Definition: persistence and effort when faced with challenging academic situations.”
• First-year university students’ academic success: the importance of academic adjustment (2018, methodology): “A meta-analysis of the Motivated Strategies for Learning Questionnaire (MSLQ) even showed that of all learning strategies included in the MSLQ, effort regulation and time and study environment management had the highest observed validities for predicting GPA (Credé and Phillips 2011).”
• Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness (2016, background): “…relationship between GPA and factors such as academic skills and knowledge (e.g., Credé & Kuncel, 2008; Robbins et al., 2004), learning strategies (Credé & Phillips, 2011), and basic academic behaviors (Credé et al., 2010), we expect that academic seminars (or hybrid seminars providing some…”
• What Shall We Do About Grit? A Critical Review of What We Know and What We Don’t Know (2018, unknown): “…& Niehorster, 2012), class attendance ( r = .41, Credé, Roch, & Kieszczynska, 2010), and effort regulation and meta-cognition ( r = .23 to r = .40, Credé & Phillips, 2011) are much better predictors of college and graduate school achievement, while cognitive ability is a much better predictor of…”
• Motivation, Learning Strategies, and Performance in Physical Education at Secondary School (2016, background): “A meta-analytic review of learning strategies, based on 67 independent samples indicates that effort-regulation was the one positively predicting grades most strongly (true score correlation = .40) (Crede & Phillips, 2011).”