A meta-analytic review of the Motivated Strategies for Learning Questionnaire
01 Aug 2011-Learning and Individual Differences (Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com)-Vol. 21, Iss: 4, pp 337-346
TL;DR: A meta-analytic review of the Motivated Strategies for Learning Questionnaire (MSLQ) is presented in this paper, which consists of fifteen subscales designed from classic social-cognitive learning theories and which is widely used to predict academic performance.
About: This article is published in Learning and Individual Differences.The article was published on 2011-08-01. It has received 338 citations till now.
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TL;DR: A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains.
Abstract: A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.
2,370 citations
Cites background from "A meta-analytic review of the Motiv..."
...Representative item(s): see http://www.hhpublishing.com/_assessments/ LLO/scales.html and Credé & Phillips (2011) Effort regulation Definition: persistence and effort when faced with challenging academic situations....
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...Representative item(s): see http://www.hhpublishing.com/_assessments/LLO/scales.html and Credé & Phillips (2011) Rehearsal Definition: learning through repetition....
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...Representative item(s): see Credé & Phillips (2011) Metacognition Definition: capacity to self-regulate comprehension of one’s own learning....
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...Representative item(s): see http://www.hhpublishing.com/ _assessments/LLO/scales.html and Credé & Phillips (2011) (table continues) Th is d oc um en t i s c op yr ig ht ed b y th e A m er ic an P sy ch ol og ic al A ss oc ia tio n or o ne o f i ts a lli ed p ub lis he rs ....
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...Representative item(s): see Credé & Phillips (2011) Organization Definition: capacity to select key pieces of information during learning situations....
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15 May 2011
TL;DR: Self-Regulation of learning and performance has been studied extensively in the literature as mentioned in this paper, with a focus on the role of self-regulation in the development of learners' skills and abilities.
Abstract: Contents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance Dale H. Schunk and Jeffrey A. Greene Section I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-Regulation Ellen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated Learning Philip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance Rick H. Hoyle and Amy L. Dent Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role? Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments Allyson Hadwin, Sanna Jarvela, and Mariel Miller Section II. Self-Regulation of Learning and Performance in Context Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte Self-Regulated Learning in Reading Keith W. Thiede and Anique B. H. de Bruin Self-Regulation and Writing Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo The Self-Regulation of Learning and Conceptual Change in Science: Research, Theory, and Educational Applications Gale M. Sinatra and Gita Taasoobshirazi Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies Eric G. Poitras and Susanne P. Lajoie Self-Regulated Learning in Music Practice and Performance Gary E. McPherson, Peter Miksza, and Paul Evans Self-Regulation in Athletes: A Social Cognitive Perspective Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol Self-Regulation: An Integral Part of Standards-Based Education Marie C. White and Maria K. DiBenedetto Teachers as Agents in Promoting Students' SRL and Performance: Applications for Teachers' Dual-Role Training Program Bracha Kramarski Section III. Technology and Self-Regulation of Learning and Performance Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation Daniel C. Moos Understanding and Reasoning About Real-Time Cognitive, Affective, and Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick The Role of Self-Regulated Learning in Digital Games John L. Nietfeld Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments Peter Reimann and Maria Bannert Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning Christopher A. Wolters and Sungjun Won Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu Assessing Self-Regulated Learning Using Microanalytic Methods Timothy J. Cleary and Gregory L. Callan Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies Deborah L. Butler and Sylvie C. Cartier Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis Matthew L. Bernacki Data Mining Methods for Assessing Self-Regulated Learning Gautam Biswas, Ryan S. Baker, and Luc Paquette Section V. Individual and Group Differences in Self-Regulation of Learning and Performance 26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning Peggy P. Chen and Hefer Bembenutty 27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions Stuart A. Karabenick and Eleftheria N. Gonida 28. The Three Faces of Epistemic Thinking in Self-Regulated Learning Krista R. Muis and Cara Singh 29. Advances in Understanding Young Children's Self-Regulation of Learning Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Maatta 30. Self-Regulation: Implications for Individuals With Special Needs Linda H. Mason and Robert Reid 31. Culture and Self-Regulation in Educational Contexts Dennis M. McInerney and Ronnel B. King
981 citations
TL;DR: A discussion of what learners need to understand in order to become effective stewards of their own learning and a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners.
Abstract: Knowing how to manage one's own learning has become increasingly important in recent years, as both the need and the opportunities for individuals to learn on their own outside of formal classroom settings have grown. During that same period, however, research on learning, memory, and metacognitive processes has provided evidence that people often have a faulty mental model of how they learn and remember, making them prone to both misassessing and mismanaging their own learning. After a discussion of what learners need to understand in order to become effective stewards of their own learning, we first review research on what people believe about how they learn and then review research on how people's ongoing assessments of their own learning are influenced by current performance and the subjective sense of fluency. We conclude with a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners.
942 citations
Cites background from "A meta-analytic review of the Motiv..."
...Becoming sophisticated in monitoring and controlling one’s learning and learning 422 Bjork · Dunlosky · Kornell activities turns out to be no small challenge....
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...In a recent meta-analysis, Credé & Phillips (2011) examined the relationship among these subscales and student grades from 67 independent samples that included responses from over 19,000 college students....
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...Other limitations are that the general wording of the scale items may not be interpreted the same way by all students (Credé & Phillips 2011), that some of these strategies are just not that effective (e.g., rehearsal or repetition), and that others are effective only if used properly....
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...F or p er so na l u se o nl y. noted by Credé & Phillips (2011), however, these low relationships may arise for multiple reasons....
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TL;DR: A meta-analytic review of the grit literature with a particular focus on the structure of grit and the relation between grit and performance, retention, conscientiousness, cognitive ability, and demographic variables suggests that interventions designed to enhance grit may only have weak effects on performance and success.
Abstract: Grit has been presented as a higher order personality trait that is highly predictive of both success and performance and distinct from other traits such as conscientiousness. This paper provides a meta-analytic review of the grit literature with a particular focus on the structure of grit and the relation between grit and performance, retention, conscientiousness, cognitive ability, and demographic variables. Our results based on 584 effect sizes from 88 independent samples representing 66,807 individuals indicate that the higher order structure of grit is not confirmed, that grit is only moderately correlated with performance and retention, and that grit is very strongly correlated with conscientiousness. We also find that the perseverance of effort facet has significantly stronger criterion validities than the consistency of interest facet and that perseverance of effort explains variance in academic performance even after controlling for conscientiousness. In aggregate our results suggest that interventions designed to enhance grit may only have weak effects on performance and success, that the construct validity of grit is in question, and that the primary utility of the grit construct may lie in the perseverance facet. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
893 citations
Cites background from "A meta-analytic review of the Motiv..."
...…(Hembree, 1988; Seipp, 1991), adjustment (Credé & Niehorster, 2012), emotional intelligence (Perera & DiGiacomo, 2013), and learning strategies (Credé & Phillips, 2011; Richardson, Abraham & Bond, 2012), exhibit relations with academic performance that are often comparable to relations between…...
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...Second, the grit-performance relation may be moderated by other individual differences such as ability and metacognition (Credé & Phillips, 2011)....
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...…to exhibit weaker but practically still very meaningful relations of around .20 with academic performance include (a) specific learning strategies (Credé & Phillips, 2011), (b) emotional intelligence (Perera & DiGiacomo, 2013), (c) conscientiousness (Porapat, 2009), and (d) test anxiety (Hembree,…...
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TL;DR: The results show that online students utilised SRL strategies more often than blended learning students, with the exception of peer learning and help seeking, and key SRL predictors of academic performance were largely equivalent between online and blendedlearning students.
Abstract: The existing literature suggests that self-regulated learning (SRL) strategies are relevant to student grade performance in both online and blended contexts, although few, if any, studies have compared them. However, due to challenges unique to each group, the variety of SRL strategies that are implicated, and their effect size for predicting performance may differ across contexts. One hundred and forty online students and 466 blended learning students completed the Motivated Strategies for Learning Questionnaire. The results show that online students utilised SRL strategies more often than blended learning students, with the exception of peer learning and help seeking. Despite some differences in individual predictive value across enrolment status, the key SRL predictors of academic performance were largely equivalent between online and blended learning students. Findings highlight the relative importance of using time management and elaboration strategies, while avoiding rehearsal strategies, in relation to academic subject grade for both study modes.
370 citations
Cites background from "A meta-analytic review of the Motiv..."
...Credé and Phillips (2011) argue that both peer learning (three of three questions) and help seek (three of four questions) as measured by the MSLQ, have conditional content (Whenever X occurs, I do Y; therefore the response is contingent on X occurring to begin with) and ideal point items (where…...
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115,069 citations
"A meta-analytic review of the Motiv..." refers background or result in this paper
...Moderate to strong relationships (Cohen, 1988) were observed between class grades and self-efficacy, effort regulation, and time and study environment subscales, although most other relationships between grades and MSLQ constructs were weaker....
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..., ρ) are of a medium to large size (Cohen, 1988), and the pattern of intercorrelations was generally supportive of the assumption that cognitions and motivations influence learning strategies....
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...The relationships between MSLQ scores and academic performance were generally weak to moderate (Cohen, 1988)....
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...Most disattenuated correlations (i.e., ρ) are of a medium to large size (Cohen, 1988), and the pattern of intercorrelations was generally supportive of the assumption that cognitions and motivations influence learning strategies....
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TL;DR: In this article, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.
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TL;DR: In this article, the authors present a research-based model that accounts for these patterns in terms of underlying psychological processes, and place the model in its broadest context and examine its implications for our understanding of motivational and personality processes.
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8,588 citations
"A meta-analytic review of the Motiv..." refers background in this paper
...An important theoretical addition to the theory of self-regulated learning came from researchers and theorists (e.g., Duncan & McKeachie, 2005; Dweck & Leggett, 1988; Pintrich, 2000; Schunk, 2005a, 2005b; Zimmerman, 1989) who advocated a social–cognitive view of learning, which suggests that…...
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TL;DR: In this article, a correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes.
Abstract: A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983; Corno & Rohrkemper, 1985). There are a variety of definitions of selfregulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983; Corno, 1986; Zim
7,442 citations
"A meta-analytic review of the Motiv..." refers methods in this paper
...The MSLQ has been used in non-college settings (e.g., Pintrich & DeGroot, 1990) but its most frequent use has been in a college setting and we therefore focus specifically on the relationship between scores on MSLQ subscales and academic performance in college....
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01 Jan 1990TL;DR: In this article, the authors present a meta-analysis of Artifact Distributions and their impact on study outcomes. But they focus mainly on the second-order sampling error and related issues.
Abstract: PART ONE: INTRODUCTION TO META-ANALYSIS Integrating Research Findings Across Studies Study Artifacts and Their Impact on Study Outcomes PART TWO: META-ANALYSIS OF CORRELATIONS Meta-Analysis of Correlations Corrected Individually for Artifacts Meta-Analysis of Correlations Using Artifact Distributions Technical Questions in Meta-Analysis of Correlations PART THREE: META-ANALYSIS OF EXPERIMENTAL EFFECTS AND OTHER DICHOTOMOUS COMPARISONS Treatment Effects Experimental Artifacts and Their Impact Meta-Analysis Methods for d Values Technical Questions in Meta-Analysis of d Values PART FOUR: GENERAL ISSUES IN META-ANALYSIS Second Order Sampling Error and Related Issues Cumulation of Findings within Studies Methods of Integrating Findings Across Studies Locating, Selecting, and Evaluating Studies General Criticisms of Meta-Analysis Summary of Psychometric Meta-Analysis
4,673 citations