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Table 7 Motivated strategies and learning questionnaire (Pintrich and DeGroot 1990)

From: Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance




Compared with other students in this class, I expect to do well.

I’m certain I can understand the ideas taught in this course.

I expect to do very well in this class.

Compared with others in this class, I think I’m a good student.

I am sure I can do an excellent job on the problems and tasks assigned for this class.

I think I will receive a good grade in this class.

My study skills are excellent compared with those of other students in this class.

Compared with other students in this class, I think I know a great deal about the subject.

I know that I will be able to learn the material for this class.

Intrinsic value

I prefer class work that is challenging so I can learn new things.

It is important for me to learn what is being taught in this class.

I like what I am learning in this class.

I think I will be able to use what I learn in this class in other classes.

I often choose paper topics I will learn something from even if they require more work.

Even when I do poorly on a test, I try to learn from my mistakes.

I think that what I am learning in this class is useful for me to know.

I think that what we are learning in this class is interesting.

Understanding this subject is important to me.

Test anxiety

I am so nervous during a test that I cannot remember facts I have learned.

I have an uneasy, upset feeling when I take a test.

I worry a great deal about tests.

When I take a test, I think about how poorly I am doing.

Cognitive strategy use

When I study for a test, I try to put together the information from class and from the book.

When I do homework, I try to remember what the teacher said in class so I can answer the questions correctly.

It is hard for me to decide what the main ideas are in what I read. (R)

When I study, I put important ideas into my own words.

I always try to understand what the teacher is saying even if it doesn’t make sense.

When I study for a test, I try to remember as many facts as I can.

When studying, I copy my notes to help me remember material.

When I study for a test, I practice saying the important facts over and over to myself.

I use what I have learned from old homework assignments and the textbook to do new assignments.

When I am studying a topic, I try to make everything fit together.

When I read material for this class, I say the words over and over to myself to help me remember.

I outline the chapters in my book to help me study.

When reading, I try to connect the things I am reading about with what I already know.


I ask myself questions to make sure I know the material I have been studying.

When work is hard, I either give up or study only the easy parts. (R)

I work on practice exercises and answer end of chapter questions even when I don’t have to.

Even when the study materials are dull and uninteresting, I keep working until I finish.

Before I begin studying, I think about the things I will need to do to learn.

I often find that I have been reading for class but don’t know what it is all about. (R)

I find that when the teacher is talking, I think of other things and don’t really listen to what is being said. (R)

When I’m reading, I stop once in a while and go over what I have read.

I work hard to get a good grade even when I don’t like a class.

  1. R reflected item