Surveys and retrospective self-reports to measure strategies and strategic processing

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

    9 Citations (Scopus)

    Abstract

    This chapter is about surveys and retrospective reports as measurement tools for learning strategies and strategic processing. It starts with a historical overview of the first generation of surveys and self-report inventories in the area of student learning strategies from the early 1970s onward. The emergence of research on metacognition in the mid-1980s gave rise to the development of a second generation of student learning strategy instruments, broader in nature and including metacognition as a central concept. Two widely used instruments will be discussed. The chapter continues with very recent developments in this area, characterized by new instruments, new measurement and analytical techniques, and the inclusion of new populations and contexts including teachers’ learning. This is followed by a critical discussion of the domains of applicability and limitations of inventories and questionnaires on learning strategies. The chapter closes with a discussion of future directions for research and implications for practice.
    Original languageEnglish
    Title of host publicationHandbook of strategies and strategic processing
    EditorsDaniel L. Dinsmore, Luke K. Fryer, Meghan M. Parkinson
    Place of PublicationNew York
    PublisherRoutledge Taylor & Francis Group
    Chapter16
    Pages259-274
    Number of pages16
    ISBN (Electronic)978-0-429-42363-5
    ISBN (Print)978-1-138-38993-9, 978-1-138-38994-6
    Publication statusPublished - 6 Feb 2020

    Publication series

    NameEducational Psychology Handbook Series
    PublisherRoutledge

    Keywords

    • Educational Psychology
    • Learning strategies
    • Strategic processing
    • Surveys and Questionnaires
    • self-report

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