The University of Arizona

Quick MSLQ

The Quick MSLQ

"The Motivated Strategies for Learning Questionnaire (MSLQ) is ... designed to assess college students' motivational orientations and their use of learning strategies..." [1]. It consists of fifteen scales that can be used singly or together.

The MSLQ was normed using a sample of 380 students, mostly from public, four-year, midwestern institutions [1].

We thank Dr. Wilbert McKeachie for allowing us to implement the WEB-version of the MSLQ. If you are interested in using the MSLQ, please contact Marie Bien or write to The University of Michigan, 610 E. University Ave Rm 1323. Ann Arbor MI 48109-1259.

In the scale we present, three processes are measured: planning, monitoring and regulating. Planning activities help activate relevant aspects that make organizing and comprehending material easier. Monitoring activities assist in understanding and integrating the material. Regulating activities assist in checking and correcting learning behaviors. This scale is one of MSLQ's strongest predictors of success measured as final grade in a college course.

Directions

  1. Read the following questions.
  2. Score yourself. Click on the bubble that best ranks your behavior for the given question. A rank value of 1 means "Not at all true for me" while a rank of 7 means "very true for me". Be as precise as possible.
  3. When you are finished and satisfied with your responses, press the SUBMIT button to have your questionnaire assessed.
  4. You may press the RESET button at any time and re-start the questionnaire.
  5. A diagnostic of your answers will be displayed shortly after. This assessment is anonymous, so we strongly suggest that you print the results immediately, particularly if a visit to an academic counselor is suggested.

Remember: 1 = not true at all ... 7 = always true

  1. During class time, I often miss important points because I'm thinking of other things.
    1 2 3 4 5 6 7
  2. When reading for a course, I make up questions to help focus my reading.
    1 2 3 4 5 6 7
  3. When I become confused about something I'm reading, I go back and try to figure it out.
    1 2 3 4 5 6 7

Remember: 1 = not true at all ... 7 = always true

  1. If course materials are difficult to understand, I change the way I read the material.
    1 2 3 4 5 6 7
  2. Before I study new material thoroughly, I often skim it to see how it is organized.
    1 2 3 4 5 6 7
  3. I ask myself questions to make sure I understand the material I have been studying.
    1 2 3 4 5 6 7

Remember: 1 = not true at all ... 7 = always true

  1. I try to change the way I study in order to fit the course requirements and the instructor's teaching style.
    1 2 3 4 5 6 7
  2. I often find that I have been reading for a class but don't know what it was all about.
    1 2 3 4 5 6 7
  3. I try to think through a topic and decide what I am supposed to learn from it rather than just reading it over when studying.
    1 2 3 4 5 6 7

Remember: 1 = not true at all ... 7 = always true

  1. When studying, I try to determine which concepts I do not understand well.
    1 2 3 4 5 6 7
  2. When I study,I set goals for myself in order to direct my activities in each study period.
    1 2 3 4 5 6 7
  3. If I get confused taking notes, I make sure I sort it out afterwards.
    1 2 3 4 5 6 7


Reference:

[1] Pintrich P., Smith D., Garcia T., McKeachie W. "A Manual for the Use of the Motivated Strategies for Learning Questionnaire". Technical Report 91-B-004. The Regents of The University of Michigan. 1991. Used with permission.