Motivated Strategies for Learning Questionnaire (MSLQ)
EducationReliability: alphas 0.52–0.93 across 15 subscales3 sample items
About this scale
An 81-item measure of motivation and learning strategies in a course, with two main sections. Motivation: value, expectancy, affect. Learning strategies: cognitive, metacognitive, resource management. Foundational instrument in self-regulated-learning research.
Sample item(s)
“In a class like this, I prefer course material that really challenges me so I can learn new things. (intrinsic value)”
“I try to relate ideas in this subject to those in other courses whenever possible. (elaboration)”
“I try to think through a topic and decide what I am supposed to learn from it. (metacognition)”
Reliability
Reported internal consistency: alphas 0.52–0.93 across 15 subscales. As a rule of thumb, Cronbach’s α ≥ .70 is considered acceptable, ≥ .80 good, and ≥ .90 excellent for established measures.
Notes
Researchers can use targeted subscales rather than the full 81 items.
Source & citation
Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, W. J. (1993): Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, Vol. 53, No. 3, pp. 801–813.
Source. Scale details are summarised from the publication cited above. Always consult the original source for the full item set, scoring, and permission to use.
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