Abstract
This study compared 34 lower-achieving (developmental) first-time college students' self-reported self-regulation strategies from a Likert scale to those they reported in structured interviews. Likert scales have offered convenient administration and evaluation and have been used to identify what and how learners study. The reported study activity of regular admission college students' has predicted their subsequent college achievement; in the same study, responses did not support concurrent validity for the lower-achieving students (Nist, Mealey, Simpson, & Kroc, 1990). College students who failed to meet regular admission requirements enrolled in 2 sections of a college study skills course reported significantly different strategy use between their Likert and interview responses on five of the fifteen strategies classified by each of the measures.
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