Stability of processing and regulation strategies: Two longitudinal studies on student learning
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The way students approach their study tasks isoften assumed to be dependent on the learningcontext. This assumption has received littleresearch attention in terms of longitudinal, orwithin-subjects, designs. In the presentarticle, two longitudinal studies are described which investigate the extent to which learningstrategies change. The ‘strategy’ part of theInventory of Learning Styles of Vermunt and VanRijswijk (1988) was used to measure the waystudents learn. Repeated measures analyses showa number of statistically significanttrends. The article concludes by comparing thetwo studies, and by suggesting future researchdirections.
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