An Investigation of Students' Self-Regulated Learning Strategies: Students' Qualitative and Quantitative Accounts of Their Learning Strategies
The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategie...
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| Published in | Journal of cognitive education and psychology Vol. 12; no. 3; pp. 359 - 373 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
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Springer Publishing Company
01.01.2013
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| Abstract | The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students' use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed. |
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| AbstractList | The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students' use of learning strategies in the domains of English and math. Open- ended responses were coded and analyzed with results indicating that most stu- dents use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed. [PUBLICATION ABSTRACT] The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students’ use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed. |
| Author | Zusho, Akane Anthony, Jared S. Clayton, Karen E. |
| Author_xml | – sequence: 1 givenname: Jared S. surname: Anthony fullname: Anthony, Jared S. email: anthony@fordham.edu – sequence: 2 givenname: Karen E. surname: Clayton fullname: Clayton, Karen E. – sequence: 3 givenname: Akane surname: Zusho fullname: Zusho, Akane organization: Fordham University Graduate School of Education, New York |
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| Cites_doi | 10.1111/j.1464-0597.2005.00211.x 10.1037/e638892009-001 10.1016/j.cedpsych.2011.02.002 10.1080/00461520701416231 10.1037/0003-066X.50.9.741 10.1007/s10648-004-0006-x 10.1111/j.1467-8535.2009.00993.x 10.1037/0022-0663.98.2.354 10.1037/0022-0663.82.1.51 10.1007/s10648-006-9023-2 10.1007/s10648-008-9083-6 10.1177/0013164493053003024 10.1037/0022-0663.93.3.477 10.1348/000709906X106147 10.1037/0022-0663.95.4.667 10.1207/s15326985ep4002_6 10.1006/ceps.1994.1033 10.3102/00028312023004614 10.1016/j.learninstruc.2010.06.002 10.1207/s15326985ep4003_3 10.3758/s13421-010-0035-2 10.1007/s11409-006-9002-5 10.1207/s15326985ep2501_2 |
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| SubjectTerms | Behavioral Sciences Cognitive, Biological, and Neurological Psychology College students Educational Research Learning Learning Processes Learning Strategies Motivation Psychology School and Educational Psychology Social and Personality Psychology Studies Validity |
| Title | An Investigation of Students' Self-Regulated Learning Strategies: Students' Qualitative and Quantitative Accounts of Their Learning Strategies |
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