OBJECTIVES: The objective of this study was to evaluate the correlation between college student activities and two productivity measurements: Motivated Strategy for Learning Questionnaire (MSLQ) and Social Adjustment Scale – Self Reported (SAS-SR). METHODS: This was a multi-site, cross-sectional study involving 6 universities in New York City and Long Island. Undergraduate students from St. John's University, Stony Brook (SUNY), Fordham University, Lehman College (CUNY), John Jay College (CUNY), and Hunter College (CUNY) were asked to complete a questionnaire involving their social and extra-curricular activities in the last two weeks as well as the productivity portions of the MSLQ and SAS-SR measurements. RESULTS: A convenience sample of 381 undergraduate students responded to our study. Majority of the respondents were college seniors (35.4%), female (59.7%) and resided off-campus (60.8%) with either a family member or room mate (82.4%). The mean age of our sample was 23.0 years (SD=5.7 years) with an average of 2.8 years (SD=1.1 years) spent in college. Significant correlations (p<0.05) were found between the MSLQ measurement and the number of hours college students spent with friends, studying, class missed, as well as the number of extra-curricular activities and alcohol consumed. The SAS-SR measurement, on the other hand, were significantly correlated (p<0.05) with only the number of hours college students spent with friends and class missed. CONCLUSION: The MSLQ is a better indicator of student productivity in college than the SAS-SR. This is because the SAS-SR, which was originally developed to evaluate employee productivity, measures functional items that may be too sensitive for student-related activities. The MSLQ was designed to measure students' study strategies.