A Meta-Analytic Review of the Motivated Strategies for Learning Questionnaire

Autor/inn/en	Crede, Marcus; Phillips, L. Alison
Titel	A Meta-Analytic Review of the Motivated Strategies for Learning Questionnaire
Quelle	In: Learning and Individual Differences, 21 (2011) 4, S.337-346 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.03.002
Schlagwörter	Questionnaires; Meta Analysis; Correlation; College Students; Predictive Validity; Factor Analysis; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Fragebogen; Meta-analysis; Metaanalyse; Korrelation; Collegestudent; Faktorenanalyse
Abstract	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 = 0.40 for the subscale measuring students' effort regulation to rho = 0.05 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. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10