NeuroQuantology | June 2017 | Volume 15 | Issue 2 | Page 239-245| doi: 10.14704/nq.2017.15.2.1068 Tabatabaei S., The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills eISSN 1303-5150 www.neuroquantology.com 239 The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills Samaneh-Sadat Tabatabaei 1 , Hassan Ahadi 1 *, Shokouh-ol-sadat Bani-Jamali 2 , Hadi Bahrami 1 , Ahmad Khamesan 3 ABSTRACT The aim of the present research is to identify the effect of teaching motivated strategies for learning on students’ cognitive and metacognitive skills. This research is a semi-experimental study with pre-test and post-test procedures. 46 students who obtained less than 162.5 scores in motivated strategies for learning questionnaire (MSLQ) are selected in statistically matched experimental and monitored groups of the study (each groups constitute of 23 students). The experimental group is administered in eight 100 minutes long sessions under the motivated strategies of learning protocol (MSL). This protocol is the adaptation of a theoretical background, utilized in previous studies. The results of the study indicate that after utilization of MSL, students’ cognitive and meta-cognitive skills are enhanced. Therefore, MSLQ is propounded as a learning facilitator. © 2014 Published by RRAMT France Ltd. Key Words: Motivated Strategies for Learning Questionnaire (MSLQ), Learning Strategies, Strategy, Cognitive, Meta-Cognitive. DOI Number: 10.14704/nq.2017.15.2.1068 NeuroQuantology 2017; 2: 239-245 Introduction Motivation is a factor that causes a person to advance in his path towards a specific objective. Therefore, motivation is the generating force of behavioral characteristics and their objectives (Direh and Banijamali, 2008). Motivated strategies are a determining factor in educational advancement. Numerous studies in educational psychology and learning indicate that motivation is in direct correlation with institutional learning, since learning is an active skill that requires conscious and purposeful endeavor. If an intelligent student does not acquire sufficient attention and appropriate level of conscious endeavor, he could not be successful in learning skills. In order to make educational curriculums beneficial, it is proper in a classroom to create a motivated and active background for students (Pintrich et al., 1991). Students with efficient levels of learning skills and educational advancement acquire excellent grades and spend more time for doing their homework. Motivational problems retrench learners’ capacities and talents, resulting in their regressive failure (Stipekep, 2002). Through utilization of Pintrich’s theoretical model (1991), efficient variables of MSL on educational advancement are recognized, which consist of three sub-categories: Corresponding author: Hassan Ahadi Address: 1 Department of Psychology, Science and Research Branch, Islamic Azad University,Tehran, Iran; 2 Department of Psychology, Al- Zahra University, Tehran, Iran; 3 Department of Psychology, University of Birjand, Birjand, Iran. Phone: +98 9126049225 e-mail  drhahadi5@gmail.com Relevant conflicts of interest/financial disclosures: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Received: 11 January 2017; Accepted: 15 May 2016