RELIABILITY AND PREDICTIVE-VALIDITY OF THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MSLQ)
RELIABILITY AND PREDICTIVE-VALIDITY OF THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE (MSLQ)
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DOI：
10.1177/0013164493053003024
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发表时间：
1993-09-01
影响因子：
2.7
通讯作者：
MCKEACHIE, WJ
中科院分区：
文献类型：
--
作者：
PINTRICH, PR;SMITH, DAF;MCKEACHIE, WJ
本文报道了一种新的自我报告，李克特规模的工具，旨在评估动机和使用的学习策略的大学生。动机量表涉及三个广泛的领域：（1）价值（内在和外在目标取向，任务价值），（2）期望（关于学习的控制信念，自我效能）;（3）影响（考试焦虑）。学习策略部分由九个量表组成，可以区分为认知策略，元认知策略和资源管理策略。认知策略量表包括（a）排练，（B）阐述，（c）组织，（d）批判性思维。元认知策略是通过一个大规模的评估，包括规划，监测和调节策略。资源管理策略包括（a）管理时间和学习环境;（B）努力管理;（c）同伴学习;（d）寻求帮助。量表的可靠性是强大的，验证性因素分析表明良好的因素结构。此外，该工具对学生的实际课程表现具有合理的预测效度。
This paper reports on a new self-report, Likert-scaled instrument that was designed to assess motivation and use of learning strategies by college students. The motivation scales tap into three broad areas: (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies section is comprised of nine scales which can be distinguished as cognitive, metacognitive, and resource management strategies. The cognitive strategies scales include (a) rehearsal, (b) elaboration, (c) organization, and (d) critical thinking. Metacognitive strategies are assessed by one large scale that includes planning, monitoring, and regulating strategies. Resource management strategies include (a) managing time and study environment; (b) effort management, (c) peer learning, and (d) help-seeking. Scale reliabilities are robust, and confirmatory factor analyses demonstrated good factor structure. In addition, the instrument shows reasonable predictive validity to the actual course performance of students.