Motivated Strategies for Learning Questionnaire (MSLQ)
پرسشنامه راهبردهای انگیزه برای یادگیری
Pintrich‚ P.R.‚ Smith‚ D.A.‚ Garcia‚ T.‚ & McKeachie W.J. (1991).
DESCRIPTION
This instrument examines several aspects of motivation related to learning‚ such as goal orientation and self-efficacy. This is an excellent tool for mentoring programs that have tutoring aspects or an educational skills component.
KEYWORDS
This tool touches on the following keywords:
WHERE TO FIND OR DOWNLOAD
FEES AND REQUIREMENTS
None noted.
AGE RANGE
General youth‚ although it may be most useful with middle or high school students.
HOW TO ADMINISTER AND SCORE
Pencil and paper self-report. The instrument offers 44 questions‚ each to be rated on a 7-point scale (“1= not at all true of me” to “7=very true of me”).
SOURCE
Pintrich‚ P.R.‚ Smith‚ D.A.‚ Garcia‚ T.‚ & McKeachie W.J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: University of Michigan.
Motivated Strategies for Learning Questionnaire*
Please rate the following items based on your behavior in this class. Your rating should be on a 7-point scale where 1= not at all true of me to 7=very true of me.
1. I prefer class work that is challenging so I can learn new things.
2. Compared with other students in this class I expect to do well
3. I am so nervous during a test that I cannot remember facts I have learned
4. It is important for me to learn what is being taught in this class
5. I like what I am learning in this class
6. I’m certain I can understand the ideas taught in this course
7. I think I will be able to use what I learn in this class in other classes
8. I expect to do very well in this class
9. Compared with others in this class‚ I think I’m a good student
10. I often choose paper topics I will learn something from even if they require more work
11. I am sure I can do an excellent job on the problems and tasks assigned for this class
12. I have an uneasy‚ upset feeling when I take a test
13. I think I will receive a good grade in this class
14. Even when I do poorly on a test I try to learn from my mistakes
15. I think that what I am learning in this class is useful for me to know
16. My study skills are excellent compared with others in this class
17. I think that what we are learning in this class is interesting
18. Compared with other students in this class I think I know a great deal about the subject
19. I know that I will be able to learn the material for this class
20. I worry a great deal about tests
21. Understanding this subject is important to me
22. When I take a test I think about how poorly I am doing
23. When I study for a test‚ I try to put together the information from class and from the book
24. When I do homework‚ I try to remember what the teacher said in class so I can answer the questions correctly
25. I ask myself questions to make sure I know the material I have been studying
26. It is hard for me to decide what the main ideas are in what I read
27. When work is hard I either give up or study only the easy parts
28. When I study I put important ideas into my own words
29. I always try to understand what the teacher is saying even if it doesn’t make sense.
30. When I study for a test I try to remember as many facts as I can
31. When studying‚ I copy my notes over to help me remember material
32. I work on practice exercises and answer end of chapter questions even when I don’t have to
33. Even when study materials are dull and uninteresting‚ I keep working until I finish
34. When I study for a test I practice saying the important facts over and over to myself
35. Before I begin studying I think about the things I will need to do to learn
36. I use what I have learned from old homework assignments and the textbook to do new assignments
37. I often find that I have been reading for class but don’t know what it is all about.
38. I find that when the teacher is talking I think of other things and don’t really listen to what is being said
39. When I am studying a topic‚ I try to make everything fit together
40. When I’m reading I stop once in a while and go over what I have read
41. When I read materials for this class‚ I say the words over and over to myself to help me remember
42. I outline the chapters in my book to help me study
43. I work hard to get a good grade even when I don’t like a class
44. When reading I try to connect the things I am reading about with what I already know.
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*Pintrich‚ R. R.‚ & DeGroot‚ E. V. (1990). Motivational and self-regulated learning components of classroom academic performance‚ Journal of Educational Psychology‚ 82‚ 33-40.