Abstract
Metacognitive self-regulation (MSR), as measured by one dimension of the
Motivated Strategies for Learning Questionnaire (MSLQ;
Pintrich, 1991), has proven to be one of the most useful constructs in
educational research over the last thirty years. One important aspect of
the MSR dimension of the MSLQ is that metacognition is assessed at the
course level. The purpose of this study is to introduce a new more
task-specific measure of metacognition, Metacognitive
Self-Regulation in Lecture (MSR-L; Authors, 2022). The MSR-L has as its
sole focus metacognition in lectures. Archival data for both
undergraduate and graduate college students are used to demonstrate the
instrument’s reliability, factorial validity, stability, discriminant
validity, and construct validity. The instrument’s potential use in
educational research is discussed.