Learning Strategy Use and Short- and Long-Term Perceived Utility

Japanese Journal of Educational Psychology

Volumn 51, Issue 2, 2003, Pages 130-140

  Murayama, Kou ^a  

^a UNIVERSITY OF TOKYO   (Japan)

Author keywords

Achievement goal; Hierarchical linear model (HLM); Learning strategy; Perceived utility; School difference

Indexed keywords

EID: 0141866675     PISSN: 00215015     EISSN: None     Source Type: Journal    
DOI: 10.5926/jjep1953.51.2_130     Document Type: Article

References (31)

1. Alexander, P.A., Graham, S., & Harris, K.R. 1998 A perspective on strategy research : Progress and prospects. Educational Psychology Review, 10, 129-154.
2. Brown, A., Campione, J.C., & Day, J.D. 1981 Learning to learn : On training students to learn from texts. Educational Researcher, 10, 14-20.
3. Bryk, A.S., & Raudenbush, S.W. 1992 Hierarchical Linear Model : Applications and Data Analysis Methods. Publications : Newbury Park, CA : Sage.
4. Cronbach, L.J. 1987 Statistical tests for moderator variables : Flaws in analyses recently proposed. Psychological Bulletin, 102, 414-417.
5. Dweck, C.S. 1986 Motivational process affects learning. American Psychologist, 41, 1010-1018.
6. Elliot, A.J. 1999 Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
7. Elliot, A.J., & Church, M.A. 1997 A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 71, 218-232.
8. Elliot, A.J., & Harackiewicz, J.M. 1996 Approach and avoidance achievement goals and intrinsic motivation : A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
9. Garner, R. 1990 When children and adults do not use learning strategies : Toward a theory of settings. Review of Educational Research, 60, 517-529.
10. Hadwin, A.F., Winne, P.H., Stockley, D.B., Nesbit, J.C., & Woszczyna, C. 2001 Context moderates students' self-reports about how they study. Journal of Educational Psychology, 93, 477-487.
11. Hayamizu, T., Ito, A., & Yoshizaki, K. 1989 Cognitive motivational process mediated by achievement goal tendencies. Japanese Psychological Research, 31, 179-189.
12. Lorch, R.F., Lorch, E.P., & Klusewitz, M.A. 1993 College students' conditional knowledge about reading. Journal of Educational Psychology, 85, 239-252.
13. McCombs, B.L. 1988 Motivational skills training: Combining metacognitive, cognitive and affective learning strategies. In C. E. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and Study Strategies : Issues in Assessment, Instruction, and Evaluation. San Diego, CA: Academic Press. Pp.141-169.
14. McDonald, R.P. 1999 Test Theory : A Unified Treatment. Mahwah, NJ : Lawrence Erlbaum.
15. Meece, J.L., Blumenfeld, P.C., & Hoyle, R.H. 1988 Student's goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
16. Nolen, S.B. 1988 Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
17. Nolen, S.B. 1996 Why study? How reasons for learning influence strategy selection. Educational Psychology Review, 8, 335-355.
18. Paris, S.G., Lipson, M.Y., & Wixson, K.K. 1983 Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
19. Pintrich, P.R., & DeGroot, E.V. 1990 Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
20. Renkl, A., Mandl, H., & Gruber, H. 1996 Inert knowledge : Analyses and remedies. Educational Psychologist, 31, 115-121.
21. Singer, J.D. 1998 Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics, 24, 323-355.
22. Wineburg, S.S. 1996 The psychology of learning and teaching history. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of Educational Psychology, NY: Macmillan. Pp.423-437.