Abstract
This paper shares reflections from an empirical study on the experience of using Pintrich et al.’s (1991) Motivated Strategies for Learning Questionnaire (MSLQ) and learner logs to strengthen metacognition and self-regulated learning in students enrolled in two education courses: a) an educational foundations course, which focuses on critical and contemporary issues in education, and b) a mathematics course for elementary education majors, which studies geometry. Student reactions as well as the qualitative benefits and drawbacks of these tools are also shared. In addition, important pointers are highlighted in the following areas: designing pre-class work, providing feedback on the MSLQ, and using the MSLQ results to generate learner log prompts.
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