Measuring learning strategies Kinds of measurement methods and their usefulness in educational research and practice;Leerstrategieën meten. Soorten meetmethoden en hun bruikbaarheid in onderwijs en onderzoek

Pedagogische Studien

Volumn 86, Issue 1, 2009, Pages 110-129

  Van Hout Wolters, B H A M ^a  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77952701617     PISSN: 01650645     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (94)

1. Airasian, P. W. (1994). Classroom assessment (2nd ed.). New York: McGraw-Hill.
2. Alexander, P. A. (2006). Psychology in learning and instruction. Upper Saddle River, NJ: Pearson Prentice Hall.
3. Bannert, M., & Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect the learning? Metacognition and Learning, 3, 39-58.
4. Bergh, H. van den. (2006). Zeker weten door zuiver meten? Inaugurele rede. Universiteit Utrecht, Utrecht, Nederland.
5. Boekaerts, M., & Simons, P. R. J. (1995). Leren en instructie; Psychologie van de leerling en het leerproces. Assen, Nederland: Van Gorcum.
6. Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The Revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149
7. Blom, S., & Broekkamp, H. (2003). Zelfstandig leren van allochtone en autochtone leerlingen in het Studiehuis. Rapportage eerste en tweede peiling. Amsterdam: Universiteit van Amsterdam.
8. Bråten, I., & Samuelstuen, I. (2007). Measuring strategic processing: Comparing task-specific self-reports to traces. Metacognition and Learning, 2, 1-20.
9. Broekkamp, H., & Hout-Wolters, B. H. A. M. van. (2007). Students' adaptation of study strategies when preparing for classroom tests. Educational Psychology Review, 19, 401-428.
10. Brown, W. F. (1986). Effective Study Test. Iowa City, IA: ACT.
11. Burke Johnson, R., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33 (7), 14-26 (Pubitemid 39519587)
12. Busato, V. V. (1998). Leerstijlen nader geanalyseerd. Dissertatie. Universiteit van Amsterdam, Amsterdam.
13. Busse, A., & Borromeo Ferri, R. (2003). Methodological reflections on a threestep-design combining observation, stimulated recall and interview. International Reviews on Mathematical Education, 35, 257-265.
14. th ed). London: Routledge Falmer.
15. Cromley, J. G., & Azevedo, R. (2006). Self-report of reading comprehension strategies: What are we measuring? Metacognition and Learning, 1, 229-247.
16. Driessen, E., Beijaard, D., Tartwijk, J., van, & Vleuten, C. van der. (red.) (2002). Portfolio's. Groningen, Nederland: Wolters-Noordhoff.
17. Dunn, R., Dunn, K., & Price, G. E. (1987). Learning Style Inventory Lawrence, KS: Price Systems.
18. Duncan, T. G., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40, 117-128.
19. Elshout-Mohr, M., Daalen-Kapteijns, M. M. van., Meijer, J., (2004). Functies van een elektronisch portfolio in een constructivistische leeromgeving: Eindrapport. Amsterdam: Universiteit van Amsterdam.
20. Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategies inventories. Educational Psychology Review, 16, 325-346. (Pubitemid 40976014)
21. Entwistle, N. J., & Tait, H. (1995). The Revised Approaches to Studying Inventory. Edinburgh: University of Edinburgh.
22. Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215-251.
23. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis. Cambridge, MA: MIT Press.
24. Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the Index of Learning Styles. International Journal of Engineering Education, 21 (1), 103-112. (Pubitemid 40173818)
25. Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D.H. Schunk & B.J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127-153). Hilsdale, NJ: Erlbaum.
26. Garner, R. (1988). Verbal report data on cognitive and metacognitive 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.
27. Geisler-Brenstein, E., & Schmeck, R. (1996).The revised inventory of learning processes: a multifaceted perspective on individual differences in learning. In D. Birenbaum (Ed.) Alternatives in assessment of achievements and learning processes. Boston: Kluwer Academic Publishers.
28. Hadwin, A. L., 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.
29. Hambleton, R. K. (1996). Advances in assessment models, methods and practices. In: D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 899-926). New York: Simon & Schuster Macmillan.
30. Hout-Wolters, B. H. A. M. van. (1990). Selecting and cueing key phrases in instructional texts. In H. Mandl, E. De Corte, N. Bennett, & H.F. Friedrich (Eds.), Learning and instruction: European research in an international context. Volume 2.2 (pp. 181-199), Oxford: Pergamon.
31. Hout-Wolters, B. H. A. M. van. (1992). Cognitieve Strategleen als onderwijsdoel. Groningen, Nederland: Wolters-Noordhoff.
32. Hout-Wolters, B. H. A. M. van. (2000). Assessing self-directed learning. In P. R. J. Simons, J. van der Linden & T Duffy (Eds.), New Learning, (pp. 83-101). Dordrecht, Nederland: Kluwer.
33. Hout-Wolters, B. H. A. M. van, Simons, P. R. J., & Volet, S. (2000). Active learning: Selfdirected learning and independent work. In P. R. J. Simons, J.L. van der Linden, & T.M. Duffy (Eds.), New Learning (pp. 21-37). Dordrecht, Nederland: Kluwer.
34. Iran-Nejad, A., & Chissom, B. S. (1992). Contributions of active and dynamic selfregulation to learning. Innovative Higher Education, 17, 125-136.
35. Jager, B. de. (2002). Teaching reading comprehension: The effect of direct Instruction and cognitive apprenticeship on comprehension skills and metacognition. Dissertatie. Rijksuniversiteit Groningen, Groningen, Nederland.
36. Jager, B. de, & Reezigt, G. J. (1996). Onderwijseffectiviteit en metacognitieve vaardigheden. Intern rapport. Groningen, Nederland: GION.
37. Janssen, T., Dam, G. ten, & Hout-Wolters, B. van. (2002). Vaardigheden voor zelfstandig leren. Een praktijkgericht overzicht van onderzoek. Assen, Nederland: Van Gorcum.
38. Kammen, D. van. (1999). Werken met portfolio's daagt uit om te tonen waar je voor Staat. Didaktief & School, 29(1/2), 30-33.
39. Kesteren, B. J. van.(1993). Applications of De Groot's "Learner Report": A tool to identify educational objectives and learning experiences. Studies in Educational Evaluation, 19, 65-86
40. KoIb, D. (1999). Learning-style inventory - version 3 . Boston : Hay/McBer Training Resources Group.
41. Kardash, C. M., & Amlund, J. T. (1991). Selfreported learning strategies and learning from expository text. Contemporary Educational Psychology, 16, 117-138.
42. Kuyper, H. (1994). Instrumentenonderzoek leerlingmetingen bovenbouw voortgezet onderwijs. Intern rapport. Groningen, Nederland: GION.
43. Linden, J. van der, Erkens, G., Schmidt, H., & Renshaw, P. (2000). Collaborative learning. In P. R. J. Simons, J.L. van der Linden, & T.M. Duffy (Eds.), New Learning (pp. 37-55). Dordrecht, Nederland: Kluwer.
44. Mansvelder-Longayroux, D., Beijaard, D., & Verloop, N. (2002). Het portfolio ais reflectieinstrument voor docenten in opleiding. Pedagogische Studiën, 79, 269-286.
45. Marton, F., Watkins, D., & Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hongkong. Learning and Instruction, 7(1), 21-48.
46. Mevarech, Z., & Fridkin, S. (2006). The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition. Metacognition and Learning, 1, 85-97.
47. Meijer, J. (2006). Vragen naar metacognitieve activiteiten en analyse van hardopdenkprotocollen. In J. Beishuizen et al. (red.), Samen kennis ontwikkelen. Proceedings Onderwijs Research Dagen 2006 (pp. 93-94). Amsterdam: Onderwijscentrum VU
48. Meijer, J., Elshout-Mohr, M., Daalen-Kapteijns, M., van. Meeus, W., & Tempelaar, D. (2006, augustus). Construction and validation of a questionnaire on metacognition. Paper gepresenteerd op de Second bi-annual conference of the special interest group on Metacognition of EARLI, Cambridge.
49. Meijer, J., Elshout-Mohr, M., & Hout-Wolters, B. H. A. M. van. (2001). An instrument for the assessment of cross-curricular skills. Educational Research and Evaluation, 7 (1), 79-109.
50. Michael, W. B., Michael, J. J., & Zimmerman, W. S. (1988). Study attitudes and methods survey. San Diego, CA: EDITS.
51. O'Neil, H. F., Jr,. & Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. Journal of Educational Research, 89, 234-245
52. Oosterhuis-Geers, J.(1995). PROBES: Procedure ter bevordering van effectief en efficient studeergedrag. Dissertatie. Universiteitit van Amsterdam.
53. Oosterhuis-Geers, J. (1998). Vragenlijst Studiemethoden (VSM) op internet. LOS Contact, 73(1), 9-10.
54. Perry, N. E., & Winne, P. H. (2006). Learning from Learning Kits: gStudy traces of students' selfregulated engagements with computerized content. Educational Psychology Review, 18, 211-228
55. Pijls, M., Dekker, R., & Hout-Wolters, B. van. (2007). Reconstruction of a collaborative mathematical learning process. Educational Studies in Mathematics, 65, 309-329.
56. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-408.
57. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Predictive validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
58. Popham, W. J. (1995). Classroom assessment: What teachers need to know. Needham Heights, MA: Allen & Bacon.
59. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
60. Prins, F. J., Busato, V. V., Elshout, J. J., & Hamaker, G (1998). Een nieuwe bijdrage tot de validate van het (meta)cognitieve deel van de Inventaris Leerstijlen (ILS). Pedagogische Studiën, 75, 73-93.
61. Rachal, K. C., Daigle, S., & Rachal, W.S. (2007). Learning problems reported by college students: Are they using learning strategies? Journal of Instructional Psychology, 34, 191-200.
62. Rayner, K. (1997). Understanding eye movements in reading. Scientific studies of reading, 1 (4), 317-339.
63. Rijswijk, F. A. W. M. van, & Vermunt, J. D. H. M. (1987). Vaardig studeren: studie aanpak adviespakket voor OU Studenten. (Deel I, II en III). Tilburg, Nederland: Katholieke Universiteit Brabant.
64. Roosendaal, A., & Vermunt, J. (1996). Leerstijlen en zelfstandig leren in het voorportaal van het studiehuis. Tijdschrift voorOnderwijsresearch, 21, 336-347.
65. Royer, J. M., Cisero, C. A. & Carlo, M. S. (1993). Techniques and procedures for assessing cognitive skills. Review of Educational Research, 63, 201-243.
66. Schellings, G., Aarnoutse, C., & Leeuwe, J. van. (2006). Third-grader's think aloud protocols: types of reading activities in reading an expository text. Learning and Instruction, 16, 549-568.
67. Schellings, G. L. M., & Hout-Wolters, B. H. A. M. van. (1995). Main points in an instructional text, as identified by students and by their teachers. Reading Research Quarterly, 30, 742-756.
68. Schmeck, R., Geisler-Brenstein, E., & Cercy, S. P. (1991). Self-concept and learning: The revised inventory of learning processes. Educational Psychology, 11, 343-362.
69. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
70. Schouwenburg, H. C. (1990). Diagnostiek van studeerproblemen. LOS Contact, 22.
71. Schouwenburg, H. C., & Schilder, A. E. (1998). Handleiding bij de vragenlijst Studie-aanpak leerlingen bovenbouw HAVO-VWO. Groningen, Nederland: Rijksuniversiteit Groningen.
72. Severiens, S. (1999). Vragenlijst Motivatie, Leerproces en Leerstrategieën. Amsterdam: Universiteit van Amsterdam.
73. Simpson, M. L., Hynd, C. R., Nist, S. L., & Burell, K. I. (1997). College academic assistance programs and practices. Educational Psychology Review, 9 (1), 39-87.
74. Solano-Flores, G., & Shavelson, R. J. (1997). Development of performance assessments in science: Conceptual, practical and logical issues. Educational Measurement: Issues and Practice, 16(2), 16-25.
75. Sperling, R. A., Howard, B.C., Staley, R., DuBois, N. (2004). Metacognition and self-regulated learning constructs. Educational Research and Evaluation, 10, 117-139.
76. Tait, H., Entwistle, N. J., and McCune, V. (1998). ASSIST: A reconceptualisation of the Approaches to Studying Inventory. In C. Rust (Ed.), Improving student/Leaming: Improving students as learners. Oxford: Oxford Centre for Staff and Learning Development.
77. Topman, R. M., Kleijn, W. C., Ploeg, H. M. van der, & Masset, E. A. (1991). Test anxiety, cognitions, study habits and academic performance: a prospective study. In K.A. Hagtvet (Ed.), Advances In test anxiety research (Vol. 7). Lisse, Nederland: Swets & Zeitlinger.
78. Veenman, M. V. J. (2003). Problemen bij bevraging van metacognitieve activiteiten. In Th. C. M. van Kessel, J. E. H. van Luit, M. V. J. Veenman, & P. C. M. Vendei (red.), Hulp bijleerproblemen: Rekenen-wiskunde (pp. G0051.1-5). Alphen a/d Rijn, Nederland: Kluwer
79. Veenman, M. V. J. (2005).The assessment of metacognitive skills: What can be learned from multimethod designs? In C. Artelt, & B. Moschner (Eds), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 75-97). Berlin: Waxmann
80. Veenman, M. V. J., Prins, F.J.,&Verheij, J. (2003). Learning styles: Self-reports versus thinkingaloud measures. British Journal of Educational Psychology, 73, 357-372
81. Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89-110.
82. Verheul, I., & Yang, J. (1986). Het traceren van leerprocessen via hardop-leermethode en een procesvragenlijst. In W.J. van den Linden & J.M. Wijnstra (red.), Ontwikkelingen in de methodologie van het onderwijsonderzoek. Lisse, Nederland: Swets & Zeitlinger.
83. Vermunt, J. D. H. M. (1992). Leerstijlen en sturen van leerprocessen in het hoger onderwijs: Naar procesgerichte instructie in zelfstandig denken. Amsterdam: Swets & Zeitlinger.
84. Vermunt, J. (1998). Leeractiviteiten van leerlingen. ln:L. Verschaffel & J.D. Vermunt (red.), Het leren van leerlingen. Onderwijskundig lexicon, editie III (pp. 29-46). Alphen aan den Rijn, Nederland: Samson.
85. Vonk, W., & Cozijn, R. (2003). On the treatment of saccades and regressions in eye movement measures of reading time. In J. Hyönä, R. Radach, & H. Deubel (Eds.), The mind's eye: Cognitive and applied aspects of eye movement research (pp. 291 -312). Oxford: Elsevier.
86. Vorst, H. C. M. (1991). Leren & Studeren: ontwikkelingen van een vragenlijst leer- en studievaardigheid. Nijmegen, Nederland: Berkhout Nijmegen.
87. Vrugt, A., & Oort, F.J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition and Learning, 3, 123-146.
88. Weinstein, C. E., & Hume, L. M. (1998). Study strategies for lifelong learning. Washington: American Psychological Association.
89. Weinstein, C. E., & Meyer, D. K. (1996). Learning strategies: Teaching and Assessing. In E. De Corte & F.E. Weinert (Eds.), International Encyclopedia of developmental and instructional psychology (pp. 423-428). Oxford: Elsevier Science.
90. Weinstein, C. E., & Palmer, D. R. (2002). LASSI user's manual: for those administering the Learning and Study Strategies Inventory. Clearwater, FL: H&H Pub.
91. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Erlbaum.
92. Winne, P. H., Jamieson-Noel, D. L., & Muis, K. (2002). Methodological issues and advances in researching tactics, strategies, and selfregulated learning. In P. R. Pintrich & M.L. Maehr (Eds.), Advances in Motivation and Achievement: New Directions in Measures and Methods, Vol.12 (pp. 121-155). Greenwich, CT: JAI
93. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In P. R. Pintrich, M. Boekaerts, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-567). Orlando, FL: Academic Press.
94. Zimmerman, B. J. (1994). Dimensions of academic self regulation: A conceptual framework for education. In D.H. Schunk & B.J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (p. 3-21). Hilsdale, NJ: Erlbaum.