, Volume 6, Issue 2, pp 83-90,
Open Access This content is freely available online to anyone, anywhere at any time.
Date: 29 Jun 2011

Measuring strategy use with self-report instruments: theoretical and empirical considerations

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For many years educational research and practice have paid attention to learners’ learning strategies and their improvement. Both researchers and practitioners use different kinds of measuring methods to assess learning strategies (Van Hout-Wolters 2000, 2009; Veenman 2011; Veenman et al. 2006; Winne and Perry 2000). Learning strategies can be defined as certain combinations of goal-oriented activities applied to learning in school settings. A distinction is regularly made between cognitive, metacognitive and affective learning strategies. Numerous specific learning strategies are distinguished, and diverse overviews of learning strategies have appeared in several publications (see e.g., Alexander 2006; Pintrich 2004; Van Hout-Wolters et al. 2000; Winne and Hadwin 1998).The ongoing focus on conceptualizing learning strategies, especially metacognitive strategies, is paralleled by ensuing debates about how to measure these strategies, and the usability of self-report instruments is part