A meta-analytic review of the Motivated Strategies for Learning Questionnaire

被引：294

作者：

Crede, Marcus ^{[1
]}

Phillips, L. Alison ^{[2
]}

机构：

[1] SUNY Albany, Dept Psychol, Albany, NY 12222 USA

[2] Rutgers State Univ, Dept Psychol, New Brunswick, NJ 08901 USA

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2011年 / 21卷 / 04期

关键词：

Motivated Strategies for Learning Questionnaire (MSLQ); Meta-analysis; Academic performance; Social-cognitive learning theories; Motivation; Learning strategies; GRADE-POINT AVERAGE; ACADEMIC-ACHIEVEMENT; SELF-EFFICACY; PREDICTIVE-VALIDITY; 5-FACTOR MODEL; TASK-VALUE; COLLEGE; PERSONALITY; RELIABILITY; STUDENTS;

D O I：

10.1016/j.lindif.2011.03.002

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The current paper presents a meta-analytic review of the Motivated Strategies for Learning Questionnaire (MSLQ), which consists of fifteen subscales designed from classic social-cognitive learning theories and which is widely used to predict academic performance. Results based on 2158 correlations from 67 independent samples and 19,900 college students indicate that the subscales of the MSLQ vary in their utility for predicting grades, with grade-related validities ranging from rho = .40 for the subscale measuring students' effort regulation to rho = 05 for the subscale measuring students' help-seeking behaviors. Factor-analyses of the meta-analytic intercorrelations broadly support the theoretical structure of the MSLQ. Alteration or elimination of items with undesirable psychometric characteristics could potentially both augment empirical support for the theoretical structure of the MSLQ and strengthen its subscales' predictive utility for academic performance. (C) 2011 Elsevier Inc. All rights reserved.

引用

页码：337 / 346

页数：10

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