Abstract
Although the Motivated Strategies for Learning Questionnaire (MSLQ) has been widely used to measure student motivation, researchers have raised questions regarding its length and several problematic statements. This study introduces a new questionnaire, adapting items from the MSLQ and including three new key themes of course utility, procrastination and use of diverse sources. A total of 1246 students from a university in the northwest of England, studying a range of subjects and from across all grade boundaries, fully completed the questionnaire. Factor analysis suggested a 24-item questionnaire, including 6 factors: test anxiety, self-efficacy, source diversity, study skills, self-regulation and course utility. The measure, Diversity of Strategies for Motivation in Learning (DSML), has good predictive power for students with or without academic successes, and it can be used as a quick and an early alert monitoring tool to measure student motivation and study skills. The DSML has supported various interventions; however, further testing is required in other cultures, languages and educational environments (such as schools and colleges).