Learning Strategies Scale Research Articles

Modeling Change in Learning Strategies throughout Higher Education: A Multi-Indicator Latent Growth Perspective

The change in learning strategies during higher education is an important topic of research in the Student Approaches to Learning field. Although the studies on this topic are increasingly longitudinal, analyses have continued to rely primarily on traditional statistical methods. The present research is innovative in the way it uses a multi-indicator latent growth analysis in order to more accurately estimate the general and differential development in learning strategy scales. Moreover, the predictive strength of the latent growth models are estimated. The sample consists of one cohort of Flemish University College students, 245 of whom participated in the three measurement waves by filling out the processing and regulation strategies scales of the Inventory of Learning Styles – Short Versions. Independent-samples t-tests revealed that the longitudinal group is a non-random subset of students starting University College. For each scale, a multi-indicator latent growth model is estimated using Mplus 6.1. Results suggest that, on average, during higher education, students persisting in their studies in a non-delayed manner seem to shift towards high-quality learning and away from undirected and surface-oriented learning. Moreover, students from the longitudinal group are found to vary in their initial levels, while, unexpectedly, not in their change over time. Although the growth models fit the data well, significant residual variances in the latent factors remain.

An Instrument to Measure Health Professional Motivation—Description and Review

OPEN ACCESSMay 3, 2013An Instrument to Measure Health Professional Motivation—Description and Review LJ Perrot, MD, JD, Linda Deloney LJ Perrot, MD, JD University of Arkansas for Medical Sciences College of Medicine Google Scholar More articles by this author , Linda Deloney University of Arkansas for Medical Sciences Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9406 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: Active, independent, self-directed learning requires motivation, or a willingness to exert high levels of effort toward educational goals. We developed and validated the Modified Archer Health Profession Motivation Survey (MAHPMS), an instrument measuring motivation among learners in health professions who (1) prefer a mastery achievement goal orientation, (2) use metacognitive learning strategies, (3) evidence an internal locus of control, and (4) are willing to take on difficult tasks in order to increase their knowledge. Methods: The MAHPMS is a faculty-administered paper-based questionnaire. Results: We validated the MAHPMS in an initial study conducted by clinical faculty from the University of Arkansas for Medical Sciences (UAMS) Colleges of Medicine, Nursing, and Pharmacy. Subjects included 252 students in the first year of their professional programs of whom 240 (95%) responded; 143 were medical students, 45 were nursing students, and 52 were pharmacy students. Our factor analysis confirmed Archer's confirmed factor analysis. Reported reliability coefficients for the MAHPMS were .87 for the goal orientation scale, .73 for the locus of control scale, and .62 for the learning strategies scale. In 1999, we investigated whether medical student motivation changed over time. The MAHPMS was administered in August 1999, and again in March 2000, to 146 medical students in the first year of a traditional curriculum. Most of these students (82%) showed a statistically significant decrease in their preference for mastery and internal locus of control items, as well as a significant increase in academic alienation. At the same time, we conducted a study to determine whether a shift in pharmacy students' goal orientation occurred during their professional education. The MAHPMS was administered to 81 first-year pharmacy students in the fall 1999 semester and again in the 2000 spring semester. Over the course of the year, student scores on the mastery scale decreased and scores on the academic alienation scale increased. Students also exhibited an average decrease on the internal locus of control scores. Findings suggested that although the students' goal orientation remained mastery, they were shifting from this goal orientation to academic alienation. Finally, we assessed the potential of the MAHPMS for measuring and identifying lifelong learning attributes at the graduate medical education level by determining whether these attributes were present in a group of 146 family practice residents in the UAMS Department of Family & Community Medicine and six affiliated area health education centers during the 2001–2002 academic year. Most residents in the study reported a mastery goal orientation preference and internal locus of control, and most would select difficult tasks and use metacognitive learning strategies. Discussion: Our IRB-approved study results confirmed the MAHPMS's reliability and valid use for health professionals. Educational Objectives By using this instrument, educators will be able to measure health professional motivation. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: An Instrument to Measure Health Professional Motivation-Description and Review.docx MAHPMS Instrument and Scoring Guide.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationPerrot LJ, Deloney L. An Instrument to Measure Health Professional Motivation—Description and Review. MedEdPORTAL. 2013;9:9406. https://doi.org/10.15766/mep_2374-8265.9406 Copyright & Permissions© 2013 Perrot and Deloney. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsMotivationInternal Locus of ControlMetacognition Disclosures None to report. Funding/Support None to report. Loading ...

An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control

The present research aims to investigate the relationship between the learning strategies, learning styles, thelocus of control and the academic success of prospective teachers. The study group consists of 198 universitystudents in various departments at the Uluda? University Faculty of Education. Research data were collectedwith the Locus of Control Scale (Da?, 1991), the Determining Learning Strategies Scale (Güven 2008), and theKolb Learning Style Inventory (A?kar & Akkoyunlu 1993). The obtained data were tested with T-test, Pearsonproduct-moment correlation, and multiple regression analysis in independent samples. According to the researchresults, it was found that the learning strategies usage rates of prospective teachers increased in direct proportionto their academic success, and there was a positive significant relation between the usage of rehearsal learningstrategies and being externally controlled. Furthermore, it was determined that learning strategies have predictoreffects on academic success in learning styles.

Ansiedad ante exámenes y estrategias de aprendizaje en estudiantes de secundaria de Lima Metropolitana

This study sought to determine the relationship between test anxiety and learning strategies among students of 4th and 5th grade of secondary of public schools in Lima. The sample was obtained by an intentional method, evaluating 469 students, 45.6% males and 54.4% females, belonging to four public schools of Lima. It was used the questionnaire of Anxiety and performance - CAR and the Learning Strategies Scale - ACRA. The test anxiety (punctuations in all three dimensions: concern, emotionality and facilitation) and learning strategies (punctuations in four dimensions: acquisition, coding, support and recovery of information processing) had low correlations and in some cases negative, all of which are significant.

Efectos directos e indirectos entre estilos de pensamiento, estrategias metacognitivas y creatividad en estudiantes universitarios

Previous studies from the field of Educational Psychology have indicated that thinking styles are related to metacognitive strategies and creativity. Although, there is a body of empirical studies which explains the relationship and/ or predictive relations between these constructs, we have not found studies examining the direct and indirect effects that arise between them. Thus, the objective of this study was to test a theoretical model using structural equation modeling to study these effects. Thus, the objective of this study was to test a theoretical model using structural equation modeling to study these effects. Participants in the present study were 197 university students. Instruments used were: i) the Thinking Styles Inventory (TSI-R) (Sternberg, Wagner & Zhan, 2003) to measure thinking styles; ii) The Learning Strategies Scale (ACRA) (Roman & Gallego, 2001) to measure the metacognitive strategies, iii) The Test of Creative Intelligence (CREA) (Corbalan Berna et al., 2003) to measure creativity. The results indicate that: i) The judicial and legislative thinking styles (Sternberg, 1998) contribute to the use of metacognitive strategies directly and in a positive way, and these styles contribute to the creativity indirectly and in a positive way; ii) metacognitive strategies contribute to the creativity directly and in a positively way. However, not found a direct relationship between thinking styles and creativity.

Longitudinal Measurement Invariance of Likert-Type Learning Strategy Scales

Whether or not learning strategies change during the course of higher education is an important topic in the Student Approaches to Learning field. However, there is a dearth of any empirical evaluations in the literature as to whether or not the instruments in this research domain measure equivalently over time. Therefore, this study details the procedure of longitudinal measurement invariance testing of self-report Likert-type scales, using the case of learning strategies. The sample consists of 245 University College students who filled out the Inventory of Learning Styles—Short Version three times. Using the WLSMV estimator to take into account the ordinal nature of the data, a series of models with progressively more stringent constraints were estimated using Mplus 6.1. The results indicate that longitudinal measurement invariance holds for all but two learning strategy scales. The implications for longitudinal analysis using scales with varying degrees of measurement invariance are discussed.

Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning

The present study examined the relationships among affect, self-regulated learning (SRL) strategy use, and course attainment in the didactics of mathematics (teaching mathematics) subject matter domain. The sample consisted of 180 undergraduate students attending a didactics of mathematics course (mean age = 21.1 years) at the School of Early Childhood Education. The participants were asked to respond to the Positive and Negative Affect Schedule (PANAS) and the Cognitive Interference Questionnaire (CIQ). They also completed the Learning Strategies Scales of the MSLQ. Examination grades were used as the measure of course attainment. Pearson correlations and path analysis revealed that negative affect was positively related to cognitive interference, and positive affect influenced positively the use of almost all of the SRL strategies. Elaboration was the only SRL strategy found to predict the didactics of mathematics course attainment. Finally, cognitive interference was found to negatively predict course attainment.

Development and Validation of the Learning Strategy Scale for College Students

Development and Validation of the Learning Strategy Scale for College Students

Examining Evidence for the Validity of PISA Learning Strategy Scales Based on Student Response Processes

The aim of this study was to investigate response-process based evidence for the validity of the Programme for International Student Assessment's (PISA) self-report questionnaire scales as measures of specific psychological constructs, with a focus on scales meant to measure inclination toward specific learning strategies. Cognitive interviews (N = 22) and descriptive and statistical analysis of Norwegian questionnaire data (N = 4279) provide converging evidence that (a) a non-trivial portion of students may not be providing responses to items that can be considered valid, for a variety of reasons; (b) students who perform more poorly on PISA's science scales are less likely to provide valid responses to the questionnaire items; and (c) quantitative examinations of response patterns provide limited ways of identifying students who may not be providing valid responses, although changes in the questionnaire design could strengthen the utility of these methods. These findings are discussed in the context of the larger interpretive argument surrounding the PISA learning strategy scales, and implications for future research on the measurement of learning strategies are discussed.

Study on learning strategies of the vocational nursing students

Objective To draw up the learning strategy scale for vocational nursing students and discuss its characteristics. Methods Structure model of learning strategies was constructed by summarizing and analyzing current learning connotation and structure research, through the view of application combining with theory. Results The results showed that the learning strategy of the vocational nursing students included five factors: cognitive strategy, meta-cognitive strategy, emotions regulation strategy, resource management strategy and practical operation strategy. Conclusions The strategy scale is very reliable and valid and can be used to measure these learning strategies. Results also indicates that excellent students show much more profitable strategies than students of lower levels, no difference is found in different grades. Key words: Vocational nursing students; Learning strategies; Scale

Learning Strategies Adopted by Secondary School Students For Geography Courses

The aim of this study is to detect the learning strategies adopted by secondary school students for geography courses. A total of 298 students attending to secondary schools in Turgutlu county of Manisa joined the research within 2009-2010 academic year. “Learning Strategies Scale” developed by Toy (2007) is used as data gathering technique in this research in which general scanning model is applied. For data analysis, arithmetic mean, t test, one way variance analysis (ANOVA) and multiple comparison test (LSD) are employed. It is observed that secondary school students most commonly use “grouping strategies” and least commonly use “planning strategies”. Scale for students’ ideas about learning strategies for geography courses has a meaningful difference in terms of “gender” and “class levels” variable.

Desenvolvimento e validação de uma escala de estratégias de aprendizagem no trabalho

Este estudo objetivou desenvolver uma escala de estratégias de aprendizagem no trabalho e verificar a freqüência com que estas são utilizadas por gestores de um banco público. Os dados foram coletados por meio de levantamento documental, entrevistas e questionários. Estes foram respondidos por 881 gestores da empresa e os dados foram submetidos a análises descritiva e fatorial. Os resultados revelaram 26 práticas utilizadas para aprender no trabalho, agrupadas em cinco fatores: reflexão ativa; busca de ajuda interpessoal; busca de ajuda em material escrito; reprodução; e aplicação prática (a = 0,79 a 0,92). As estratégias de aprendizagem mais utilizadas pelos respondentes foram a busca de ajuda interpessoal e a reflexão. Ao final, são apontadas direções para realização de novas pesquisas.

The comparison of learning strategies, computer anxiety and success states of students taking web-based and face-to-face instruction in higher education

The aim of this research is to put forward the relationship of students’ success with learning strategies and computer anxiety of students taking Web-based and face-to-face instruction higher education. In the equalized control group in the present study, the semi-experimental model was used. There were 31 students in one group taking Web-based instruction and 22 students in the other group taking face-to-face instruction. The research data were obtained from three scales - which were Cognitive Learning Strategies Scale, Metacognitive Learning Strategies Scale and Computer Anxiety Scale - and from Success Test. Before the application, these scales and the success test were given as pre-test to the students who were in experiment group, and at the end of the application, they responded to the same scale as post-test. At the end of the application, it was found that there was no significant difference between the average scores of students – taking Web-based and face-to-face instruction - regarding cognitive and metacognitive learning strategies. However, there was a significant difference between the average scores of students – taking Web-based and face-to-face instruction - regarding learning anxiety and success in favor of face-to-face instruction group.

The views of tourism management teacher program students on the five step learning strategy: The example of the national and regional planning tourism course

The purpose of this research is to determine the views of the students enrolled in the Tourism Management Teacher Program on the Five Step Learning Strategy (FSLS).One-shot case study design was used in the study. The population of the study consisted of the students enrolled in the Tourism Management Teacher Program in the Educational Faculty of Commerce and Tourism, the Department of Tourism Management at Gazi University, who were taking the course on National and Regional Planning in Tourism.The data was collected using the Five Step Learning Strategy Scale (FSLSS). Descriptive statistical formulas were used in data analysis.It was observed that the views of the students about FSLS mainly consisted of “I agree” and “I strongly agree” options. It was concluded that FSLS can contribute to the effective learning of a subject.

Estratégias de aprendizagem e desempenho acadêmico: evidências de validade

O objetivo deste estudo foi verificar a validade fatorial de uma escala de estratégias de aprendizagem, bem como explorar sua validade concorrente em relação ao desempenho acadêmico de estudantes. Participaram 815 crianças do Ensino Fundamental de escolas públicas e privadas dos Estados de São Paulo e Minas Gerais. A Escala de Estratégias de Aprendizagem foi aplicada coletivamente. Para a operacionalização dos objetivos, recorreu-se à análise fatorial exploratória. Os alphas de Cronbach do instrumento e das três subescalas revelaram índices aceitáveis de consistência interna. A análise de variância apontou diferenças estatisticamente significativas entre o desempenho acadêmico e a pontuação na escala. Os dados foram discutidos em termos de suas possíveis implicações para a área de avaliação psicoeducacional.

The Examination Of Learning Strategies According To Different Variables

In this study, the relationships among the learning strategies used by the students in the third and the fourth years in the divisions of Mathematics, Natural Science, Social Science and Primary School Teaching in the Primary Education Department according to the variables of departments, sex, and grade. 291 subjects from the four divisions in the Primary Education Department attended the investigation. As a tool for scale, Learning Strategies Scale (LSS) is generated via making use of the Scale of Strategies Used for Motivation in Learning, which is produced by Pintrich and De Groot in 1990.As a conclusion, it is founded out that in terms of the sex variable, women make use of the learning strategies more than men both in all strategies’ dimensions and in total ; and in terms of departments variable, a considerable difference is achieved in total and in the dimensions of repetition, elaboration and perceptional strategies. As for the grade variable, a considerable difference is not achieved in the lower dimensions of the learning strategies.

Evaluation of a Learning Strategies Scale for Middle School Students

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.

Applying hybrid data mining techniques to web-based self-assessment system of Study and Learning Strategies Inventory

Traditional assessment tools, such as “Learning and Study Strategy Scale Inventory (LASSI)”, are typically pen-and-paper tests that require responses to a multitude of questions. This may easily lead to student’s resistance, fatigue and unwillingness to complete the assessment. To improve the situation, a hybrid data mining technique was applied to analyze the LASSI surveys of freshmen students at Tamkang University. The most significant contribution of this research is in dynamically reducing the number of questions while the LASSI assessment is proceeding. To verify the appliance of the proposed method, a web-based LASSI self-assessment system (Web-LSA) was developed. This system can be used as a guide to determine study disturbances for high-risk groups, and can provide counselors with fundamental information on which to base follow-up counseling services to its users.

AN INITIAL FIELD TRIAL OF AN INSTRUMENT FOR MEASURING LEARNING STRATEGIES OF MIDDLE SCHOOL STUDENTS

ABSTRACTLearning 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 designed an instrument for these students, assessing behavioral, cognitive, and metacognitive strategies. This instrument, the Middle School Learning Strategies (MSLS) scale, is examined in terms of factorial structure, reliability, and correlates. Three factors emerge from the analyses: effective strategies, help seeking, and bad habits. The subscales displayed a reasonable reliability, ranging from .70 to .87. Student grades in language arts, social studies, math, and science were collected as criterion variables. As expected, grades in these four subjects correlated positively with both effective strategies and help seeking, yet negatively with bad habits. As a pilot measure, this instrument has demonstrated promising features as a useful tool for students to evaluate and enhance their learning strategies.

A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition

This article draws on work done in educational psychology to propose a new approach to generating a psychometrically-based measure of second language learners’ strategic learning, operationalized as their self-regulatory capacity ,a s an alternative to the scales traditionally used to quantify language learning strategy use. The self-regulation instrument was developed through a three-phase process, focusing on the realm of vocabulary learning. The first phase involved the generation of an item pool, the second a pilot study in a sizeable sample, and the third an evaluation of the psychometric properties of the revised instrument, using confirmatory and exploratory factor analysis. The results show that the proposed instrument has satisfactory psychometric characteristics and that the hypothesized theoretical model had a good fit with the data. We argue that the results provide evidence for the validity of transferring the theoretical construct of self-regulation from educational psychology to the area of second language acquisition. We also propose that instruments targeting learner self-regulation in a similar way to the questionnaire presented in this study can provide a more psychometrically sound measure of strategic learning than traditional language learning strategy scales.