Multicollinearity (among 15 scales to measure motivation and cognition) was evaluated using Pearson's Product Moment Correlation. Data were analyzed for 770 volunteer respondents (n 1 =555 nutrition majors, n 2 =64 food service majors, n 3 =151 ''other'' majors) enrolled in food or nutrition courses at randomly selected DPD programs. Analysis showed moderately strong (r>=0.50, p=0.0001) correlations among the following Motivated Strategies for Learning Questionnaire (MSLQ) scales: critical thinking, metacognition, intrinsic motivation, rehearsal, elaboration, organization learning strategies, effort and time management. High multicollinearity suggests that these MSLQ scales are measuring similar constructs. Correlations between extrinsic motivation and the other 14 MSLQ scales were weak (r==<20, p=.01). MSLQ scale 4 (Control of Learning Beliefs) and scale 6 (Test Anxiety) were not significantly related to the other 13 MSLQ scales, suggesting MSLQ scale 4 and 6 were measuring constructs substantively different than the other 13 MSLQ scales. Weak correlations (r=<|.28|, p=.01) also explained =<8.0% of the variation between respondents' age, grade point ratio or years of work experience, and MSLQ scale scores. We concluded that educators can assess motivation and self-regulated learning in the nutrition curriculum using the following six MSLQ scales: task value, control of learning beliefs, self-efficacy, test anxiety, effort, and help-seeking behaviors. Restricting assessment to MSLQ scales with low levels of multicollinearity should yield results similar to assessment involving all 15 MSLQ scales while saving time and money.