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ERIC Number: EJ960252
Record Type: Journal
Publication Date: 2012-Apr
Pages: 20
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0013-1644
Revisiting the Motivated Strategies for Learning Questionnaire: A Theoretical and Statistical Reevaluation of the Metacognitive Self-Regulation and Effort Regulation Subscales
Dunn, Karee E.; Lo, Wen-Juo; Mulvenon, Sean W.; Sutcliffe, Rachel
Educational and Psychological Measurement, v72 n2 p312-331 Apr 2012
The Motivated Strategies for Learning Questionnaire (MSLQ) has dominated self-regulated learning research since the early 1990s. In this study, the two MSLQ subscales specifically designed to assess self-regulation--Metacognitive Self-Regulation subscale and Effort Regulation subscale--were examined. Results indicated that the structure of the two scales is not supported by the original data reported by Pintrich, Smith, Garcia, and McKeachie in 1991 or new data. Statistical and theoretical analyses supported two modified scales, the General Strategies for Learning scale and the Clarification Strategies for Learning scale, that assess academic self-regulation from the original MSLQ items. The statistical and theoretical analyses, results, and modified scales are discussed. (Contains 9 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire