Abstract
Learning strategies have been increasingly recognized as a useful tool to promote effective learning. In response to the lack of available learning strategies measures for middle school students, this study evaluated an instrument assessing cognitive, behavioral, and metacognitive strategy use among middle school students. The instrument, called the Middle School Learning Strategies (MSLS) scale, was examined in terms of factorial structure, reliability, and correlation with course grades. Results confirmed the factor structure based on cognitive, behavioral, and metacognitive strategy use. Scores on the MSLS scale and the three subscales showed satisfactory reliability coefficient (i.e., >.70). Student self-reported grades in language arts, social studies, math, and science were reasonably correlated with the three subscales. Females reported using more behavioral strategies than males. No significant difference was identified in strategy use across grades. Potential uses for the MSLS instrument in middle school educational settings are discussed.
Published Version
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