The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

de Araujo, Jhonys; Gomes, Cristiano Mauro Assis; Jelihovschi, Enio Galinkin

doi:10.1186/s41155-023-00280-0

Psicologia: Reflexão e Crítica

Psychology: Research and Review

Table 1 Description of the 15 MSLQ components

From: The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence

Component	Description
Intrinsic goal orientation	Represents how much the student engages in a task because of interest in learning, curiosity, and the pursuit of self-improvement.
Extrinsic goal orientation	It defines how much the student engages in a task for reasons extrinsic to the activity itself, such as rewards, grades, performance, and competition.
Task value	Represents the value that the student attaches to a task, defining whether he or she finds it interesting, useful, and important.
Control of learning beliefs	Refers to how much the student believes that his or her performance depends on his or her own effort.
Self-efficacy for learning and performance	Represents the student’s beliefs about her/his abilities, as well as his/her performance expectations when faced with a given task.
Test anxiety	Represents a student’s feeling of uneasiness in the context of performance evaluation.
Rehearsal	Refers to the use of strategies of repeating the exposition of information several times with the goal of memorizing the information
Elaboration	Represents the strategies for integrating the learned content with prior knowledge.
Organization	These are the strategies for selecting and integrating the information to be apprehended. Represents the formation of relationships and the construction of meaning of what is being learned.
Critical thinking	It is the use of one’s own logical repertoire to evaluate new information and solve problems.
Metacognitive self-regulation	It is the broad cognition regulation component of metacognition. It refers to the use of strategies for planning, monitoring, and the regulation of cognition itself.
Time and study environment	It concerns the management of time and the organization or selection of a suitable environment for study.
Effort regulation	It is the student’s commitment and ability to control effort and attention during learning situations.
Peer learning	Describes the tendency to interact with peers in order to enhance understanding.
Help seeking	Refers to both the ability to recognize when help is needed and to identify a source that can provide appropriate help.

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