Knowledge of Learning Strategies and Motivation to Use Them: Similarities and Differences between School Levels

Abstract

Students’ motivation to learn and the strategies they use during learning are two important factors that affect their learning outcomes. Some learning strategies are more effective, and some are less effective (deep and surface strategies). Both the knowledge of and motivation to use certain learning strategies depend on students’ individual characteristics (prior knowledge) and the context (classroom practices). The aims of the present study were (1) to examine differences between middle and high school students’ perceptions of the effectiveness of specific learning strategies and motivation to use effective strategies and (2) to explore relations between motivation, learning strategies, and grades in these two subgroups. The participants were 6287 middle school students (aged 13–16) and 5476 high school students (aged 17–20 years). The students completed an electronic questionnaire during school hours. Their perceptions of the effectiveness of specific learning strategies in certain learning scenarios and motivational beliefs (self-efficacy, utility, and cost) concerning the use of effective strategies were assessed with rating scales; additionally, students’ self-reported math and history grades were used. A network analysis was used to examine the relations between constructs. The results show small between-group differences in accordance with the theoretical expectations. The findings are discussed in relation to school level and educational context.