Psychology & well-being
Learning motivation scale: what it is, how to measure
- Concept
- Learning Motivation
- Field
- Psychology & well-being
- Scales in the library
- 3
- Items
- 18
Learning motivation is the reasons and beliefs that drive learners to engage, sustain effort, and pursue learning goals. The MSLQ of Pintrich et al. (1991) is based on an expectancy-value model and measures motivation in three groups: value (intrinsic goal orientation, task value), expectancy (self-efficacy), and affect. Deci and Ryan's self-determination theory is also often used to explain intrinsic and extrinsic motivation. Common thesis topics include students' learning motivation, the effects of online learning, teaching methods, and academic outcomes.
Comparing the scales
| Scale | Author (year) | Items | Response format | When to use it |
|---|---|---|---|---|
| Intrinsic Goal Orientation (IGO) MSLQ motivation scales | Pintrich et al. (1991) | 4 | 7-point | Choose this to measure intrinsic motivation: learning because of enjoying challenge and wanting deep understanding. |
| Task Value (TV) MSLQ motivation scales | Pintrich et al. (1991) | 6 | 7-point | Choose this to measure how important, useful, and worthwhile students find the course. |
| Self-Efficacy for Learning and Performance (SE) MSLQ motivation scales | Pintrich et al. (1991) | 8 | 7-point | Choose this to measure the expectancy part: how well students believe they will do in this course. |
Items of each scale
Original English wording from the published source. Replace placeholders such as [system] or
[brand] with what your study is about, and pilot the questionnaire with 20 to 30 respondents first.
Intrinsic Goal Orientation (IGO) · MSLQ motivation scales
| Code | Item |
|---|---|
| IGO1 | In a class like this, I prefer course material that really challenges me so I can learn new things. |
| IGO2 | In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to learn. |
| IGO3 | The most satisfying thing for me in this course is trying to understand the content as thoroughly as possible. |
| IGO4 | When I have the opportunity in this class, I choose course assignments that I can learn from even if they don't guarantee a good grade. |
Source: Pintrich et al. (1991). Response scale, licence and APA reference: MSLQ motivation scales.
Task Value (TV) · MSLQ motivation scales
| Code | Item |
|---|---|
| TV1 | I think I will be able to use what I learn in this course in other courses. |
| TV2 | It is important for me to learn the course material in this class. |
| TV3 | I am very interested in the content area of this course. |
| TV4 | I think the course material in this class is useful for me to learn. |
| TV5 | I like the subject matter of this course. |
| TV6 | Understanding the subject matter of this course is very important to me. |
Source: Pintrich et al. (1991). Response scale, licence and APA reference: MSLQ motivation scales.
Self-Efficacy for Learning and Performance (SE) · MSLQ motivation scales
| Code | Item |
|---|---|
| SE1 | I believe I will receive an excellent grade in this class. |
| SE2 | I'm certain I can understand the most difficult material presented in the readings for this course. |
| SE3 | I'm confident I can learn the basic concepts taught in this course. |
| SE4 | I'm confident I can understand the most complex material presented by the instructor in this course. |
| SE5 | I'm confident I can do an excellent job on the assignments and tests in this course. |
| SE6 | I expect to do well in this class. |
| SE7 | I'm certain I can master the skills being taught in this class. |
| SE8 | Considering the difficulty of this course, the teacher, and my skills, I think I will do well in this class. |
Source: Pintrich et al. (1991). Response scale, licence and APA reference: MSLQ motivation scales.
Tips
- The MSLQ uses a 7-point 'how true' scale (1 = Not at all true of me ... 7 = Very true of me), not an agreement Likert scale.
- The items are tied to a specific course. State the course name at the start of the item section, or change 'this course' to 'this program' and state the adaptation clearly.
- The three constructs can be used separately. If you need only one motivation variable, IGO and TV are usually chosen first.
- If your thesis follows self-determination theory (intrinsic and extrinsic motivation), see the MWMS work motivation scale in the library for reference on its structure.
Once you have a scale, put the concept in the research model drawer to state your hypotheses, work out the minimum sample size, and after data collection check reliability with the Cronbach's alpha calculator.
Frequently asked questions
How many items does the MSLQ have and must I use them all?
The full MSLQ has 81 items split into a motivation section and a learning strategies section. Pintrich et al. designed it so each subscale can be used on its own, so theses usually select only the subscales they need.
Is learning motivation unidimensional or multidimensional?
It is usually measured as multidimensional. With the MSLQ, each subscale is a separate construct. You can build learning motivation as a second-order construct if you have a theoretical argument.
Can the MSLQ be used with school students?
The MSLQ was built for university students, but many studies have used it with secondary school students. Adapt the wording to make it easy to understand and pilot it first.