Teresa Duncan

Teresa Duncan
Deacon Hill Research Associates LLC

PhD

About

20
Publications
239,176
Reads
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9,479
Citations
Introduction
The MSLQ is in the public domain, and so all are welcome to use the instrument and its subscales for research. For a copy of the MSLQ manual, please go to https://www.deaconhillresearch.com/ourwork/ and scroll to the bottom of the page to access the manual and additional MSLQ resources. Best of luck with your projects.
Additional affiliations
March 2010 - present
ICF International
Position
  • Consultant
June 1999 - March 2010
American Institutes for Research
Position
  • Analyst
August 1993 - May 1999
University of Texas at Austin
Position
  • Professor

Publications

Publications (20)
Research
Full-text available
This is the user manual for the MSLQ. The MSLQ is in the public domain, and so you do not need permission to use the instrument. We do ask that you simply cite it appropriately (Pintrich, P.R., Smith, D.A.F., García, T., & McKeachie, W.J. (1991). A manual for the use of the motivated strategies questionnaire (MSLQ). Ann Arbor, MI: University of Mic...
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This article illustrates how test specifications based solely on academic content standards, without attention to other cognitive skills and item response demands, can fall short of their targeted constructs. First, the authors inductively describe the science achievement construct represented by a statewide sixth-grade science proficiency test. Th...
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Full-text available
The goal of this article is to discuss one of Paul Pintrich's more enduring legacies: the Motivated Strategies for Learning Questionnaire (MSLQ), an 81-item, self-report instrument consisting of 6 motivation subscales and 9 learning strategies scales. The MSLQ has proven to be a reliable and useful tool that can be adapted for a number of different...
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Full-text available
The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the que...
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Full-text available
The purpose of this study was to address the effectiveness of a Spanish-English dual-language test booklet in 8th-grade mathematics. This study used analyses of test data (n = 402) as well as information gathered through focus groups (n = 68) and cognitive interviews (n = 18) to assess the accuracy and utility of the dual-language format as a testi...
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This study examined self-regulatory strategies used by students to maintain motivation on academic goal tasks. Of particular interest were strategies for managing potentially disruptive emotional states. The Academic Volitional Strategy Inventory (AVSI) was developed to investigate this aspect of student self-regulatory behavior. Three separate stu...
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According to action-control theory, volition plays a mediating role between the intention to learn (motivation) and goal-directed behavior (the use of learning strategies). Although extensive theoretical work has been done to document this flow of events, more empirical studies have been needed to identify the specific means by which volitional con...
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The goals of this study were to extend the literature about classroom autonomy in several ways. First, since previous research on autonomy has tended to focus on younger learners, we examined whether the positive effects of autonomy on motivation and performance would be replicated in a college sample. Second, we tested to see whether the well-esta...
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Current research on student classroom learning stresses the importance of considering both motivational and cognitive components of academic performance (Garcia & Pintrich, 1994; Pintrich & De Groot, 1990). Motivational components include students’ perceptions of the classroom environment as well as their selfrelated beliefs such as personal goals,...
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Examined intraindividual differences in the patterns of motivation, cognitive strategy use, and self-regulation of 313 college students. Ss were administered the Motivated Strategies for Learning Questionnaire twice, once at the beginning and once at the end of the semester. Cluster analyses were used to create a typology of Ss who showed different...
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This paper reports on a new self-report, Likert-scaled instrument that was designed to assess motivation and use of learning strategies by college students. The motivation scales tap into three broad areas: (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affec...
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Psychological factors that may underlie the consistent gender and ethnic group differences found in science achievement were studied in a sample of 557 college students (297 male and 260 female) taking the first semester of a 2-semester sequence in organic chemistry. About 70 percent were Caucasian, with 23 percent Asian and 37 percent African Amer...
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Full-text available
Self-regulated learning is usually viewed as the fusion of skill and will, referring to the students' development of different learning strategies in service of their goals. This definition is expanded in a study of self-schemas as a means of representing multiple goals for learning. Measures of self-schemas were used with 151 seventh graders (86 f...
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Critical thinking has important implications for classic learning issues such as transfer of knowledge and application of problem-solving skills to novel situations. The goal of this study was to identify some of the important correlates of critical thinking, in terms of motivation, use of cognitive learning strategies, and classroom experiences. P...
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This paper presents results of a study that examined the effect of different levels of autonomy upon intrinsic goal orientation, task value, self-efficacy, test anxiety, use of metacognitive strategies, and performance in the college classroom. Study participants were 365 college students from 4 institutions in 10 classrooms: 3 biology (n=162); 3 E...
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Full-text available
An attempt was made to build a structural model of the relationships over time among intrinsic motivation, self-efficacy, and self-regulated learning. Structural equation modeling using the LISREL computer program was used. The presented model put the motivational constructs of intrinsic motivation and self-efficacy as temporally preceding self-reg...
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Full-text available
review several general themes that have characterized Bill McKeachie's research as well as our own research in the College Student Research Group, and . . . propose future directions for research on self-regulated learning in college sudents / identified 3 general themes that reflect both Bill's contribution to the field and to our own research pro...

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