Review of the Motivated Strategies for Learning Questionnaire.

By Anthony R. Artino Jr.. 2005

129 citations recorded by the source corpus.

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Citations in the corpus

Comparing online and blended learner's self-regulated learning strategies and academic performance (2017, background): “…specifically for undergraduate students, is designed to measure their self-regulated learning as they relate a specific unit of study (e.g. subject; Artino, 2005), and the learning strategy scales represent an array of different cognitive, metacognitive, and resource management strategies that can…”
Turkish high school students' biology achievement in relation to academic self-regulation (2007, background): “However, the content validity of the MSLQ has been supported through extensive research on college student learning and teaching (Gable, 1998) and it has also been used successfully with high school students (Barlia & Beeth, 1999; Higgins, 2000).”
Cooperative Learning and Peer Orientation Effects on Motivation and Achievement (2004, background): “The content validity of the MSLQ has been supported through extensive literature on college student learning and teaching (Gable, 1998).”
Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation (2007, methodology): “The instrument has been reviewed in Buros Mental Measurement Yearbook (MMY) and the content validity has been supported through extensive literature on college students’ learning and teaching (Gable, 1998).”
Exploring the effects of project-based learning in secondary mathematics education (2016, methodology): “The MSLQ is a well-established survey that has been validated by the professional community (Artino, 2005; Cred e & Phillips, 2011).”
Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning (2006, methodology): “The MSLQ has been reviewed in the Mental Measurements Yearbook, and content validity has been supported through extensive literature on college students’ learning and teaching (Gable, 1998).”
The experience of three flipped classrooms in an urban university: an exploration of design principles (2014, background): “…section of the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) and the other four items from the Metacognitive Self-Regulation (Artino, 2005), resulting in an internal reliability of 0.83 (for the items, see Appendix A; for internal reliability, see Table 5).”