Motivated Strategies for Learning Questionnaire (MSLQ) is created on the basis of motivation theory, stating that motivations to learn is effected by values, expectancy, and affect factors (Pintrich, 1998). Also in Rudzinska (Rudzinska, 2011, 2008) quality system for a study course students are perceived as complex systems of cognitive, conative and affective factors. Conation refers to the intentional and personal motivation of behavior and is an important factor in self-regulated learning.

At first Wolters, Pintrich and Karabenick (Wolters, Pintrich and Karabenick, 2003) expressing general concern about different aspects of the Questionnaire application, resulting from a relative lack of empirical data with regard to gender, age level, and socioeconomic status, but later Credé and Phillips (Credé and Phillips, 2011) and Taylor (Taylor, 2012) provided evidence that MSLQ can be used in different education settings and with different subjects. Credé and Phillips showed that the meta-analytic intercorrelations of the scales support the theoretical structure of the MSLQ. Taylor concluded that MSLQ can be used across a variety of different samples. However, Artino (Artino, 2005) agreed with Duncan and McKeachie (Duncan and McKeachie, 2005) that actual observations or behavioral indicators of strategy use provide better construct validity than does a self-report questionnaire such as the MSLQ.

In the last decade MSLQ was widely used in different countries and study subjects, including Physics, Chemistry, Education Psychology, Business Communication, a.o. Jakešová and Hrbáčková (Jakešová and Hrbáčková, 2011) stated that the strongest factors influencing the development of self-regulated learning in Czech educational environment seem to be academic self-efficacy, task value and test anxiety. Lynch (Lynch, 2010) investigated subject (Physics) related motivational belief and learning strategy correlation with academic performance, founding gender differences in self-efficacy, critical thinking and test anxiety and suggesting that male and female students that males and females approach learning physics differently. Miller (Miller, 2015) found correlations between performance and self-regulation, the management of time and study environment, and peer learning, supporting Schraw’s (Schraw, 1995) argument that self-regulation is necessary for skilled science learning. Quible (Quible, 2006) applied MSLQ in Written Bussinesss Communication course, the results supporting Chen and Chalupa (Chen and Chalupa, 2003) findings that the importance of motivation subscales varied quite widely among motivation groups. Burlison, Murphy and Dwyer, administering MSLQ in the course of Introductory Psychology (Burlison, Murphy, Dwyer, 2009), for students with less scholastic ability found that the subscale pinpointing their decisions about when and how much to expose themselves to the course material provided incremental validity to the prediction of course grade.

Dangwal and Gope applied MSLQ it in the context of learning stations, providing an opportunity for children to selfinstruct themselves to learn on their own. Researchers concluded that Self efficacy, Meta-cognition and critical thinking play a critical role in self regulatory behavior among learning station users. Jacobson and Harris (Jacobson & Harris, 2008) investigation subjects were adult students, attending a nontraditional campus. The results showed significant differences between traditional and nontraditional university students in the area of intrinsic goal orientation, extrinsic goal orientation, task value and test anxiety. The nontraditional campus students scored significantly higher than the traditional campus students on all subscales except Help Seeking, supporting the opinion that the nontraditional students have experienced the personal maturation that facilitates strategy use.

Finally, Niroomand, Behjat and Rostampour (Niroomand, Behjat, Rostampour, 2014) research revealed a positive and significant relationship between emotional intelligence and motivation, measured by MSLQ and Schutte Self-report Emotional Intelligence Test in the Iranian English as Foreign Language learners.

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