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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

Factor Item
Self-efficacy 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.
Self-regulation 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