Abstracts - Earli

activities, whether they have conducted those activities before and if so, how they have perceivedthe experiences emotionally. Since hands-on activities can influence students’ interests positivelyas well as negatively our first hypothesis can be only partly confirmed. The second hypothesisseems to be supported by our findings. The emotional experience of an activity appears to be aninfluential factor for interest development (cf. Todt, 1995; Hidi & Renninger, 2006). Ourconclusion for the educational field is that since hands-on activities offer a potential to influencestudents’ interests positively they should be used by teachers more often. As emotions play animportant role in interest development teachers should meet the challenge to create biology lessonswhich allow experiences with hands-on activities and attract students emotionally.B 528 August 2007 17:30 - 18:50Room: 7.14Paper SessionCognitive skillsChair:Erik De Corte, University of Leuven, BelgiumA critical literature review of the Motivated Strategies for Learning Questionnaire (MSLQ)Mark Earley, Bowling Green State University, USARichard Wisneski, Bowling Green State University, USADaniel Fasko, Bowling Green State University, USAWe conducted a critical literature review on empirical studies from 1995 to 2006 of the MotivatedStrategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991),which expands on the Duncan and McKeachie (2005) review of research from 2000 to 2004. Thenext stage of our research will be a meta-analysis of the MSLQ. The MSLQ is based uponconstructivist and social cognitive theory, and was designed to assess college students’motivational orientations and their use of different learning strategies, which could predict courseperformance. It has been used with junior high school to college students, and it has been used indifferent countries, across different content areas, and with different populations (Duncan &McKeachie, 2005). Our criteria for inclusion of studies were that: (1) the entire MSLQ wasadministered, (2) only undergraduate populations were included, and (3) that the English versionhad to be administered; this reduced the number of studies included. We focused on theassessment/prediction of academic achievement. Briefly, Lynch (2006) found that self-efficacyand effort regulation predicted course grades for upper level students, and that self-efficacy andextrinsic goal orientation predicted course grades for freshmen. McClendon (1996) reported thatthe MSLQ (Pintrich, McKeachie, Smith, Doljanac, Lin, Naveh-Benjamin, Crooks, & Krabenic,1988) accounted for approximately 18% of the variance in predicting course grades for pre-serviceteachers, where the best predictor was task value interest. Watson, McSorley, Foxcroft and Watson(2004) found that the motivation subscales of the MSLQ except for control of learning beliefs, andtest anxiety were significantly related to academic performance, and that the learning strategiesscales except for organization, peer learning and help-seeking were significantly related toacademic performance. Thus, it appears that the MSLQ can predict college course performance.– 79 –