Effects of perceived benefits about when and how to use a learning strategy
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Previous studies have shown a positive correlation between the use of a learning strategy and perceived benefits. However, the impact of perceived benefits as conditional knowledge in metacognitive knowledge has not been examined. The present study investigated the effect of perceived benefits about when (short and long) and how (persistent and suitable) to use learning strategies using two surveys. Each survey utilized a sample of undergraduate students from three different Japanese universities, and the Bayesian hierarchical modeling and within-person variance were used to verify the relationship between the use of a learning strategy and perceived benefits. The students completed questionnaires regarding cognitive (Survey 2a) and metacognitive (Survey 2b) strategies (Survey 1 included two strategies), and achievement goals (without Survey 1). Findings revealed the effects of long-term and short-term persistent perceived benefits on the use of a learning strategy in all the surveys. These results suggest that persistent benefits be emphasized in order to promote the use of learning strategies, and that the appropriate perceived benefits be emphasized in order to become an adaptive learner.
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The Japanese-translated version of the Achievement Goal Questionnaire-Revised has factorial and construct validity and internal consistency for each subscale.
“Previous studies [61–63] showed the factorial and construct validity of this questionnaire and the internal consistency of each subscale.”
From Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior (2022) · cites this paper as [63]
In the Survey 2a and 2b Methods (page not provided), the paper identifies the questionnaire as a modified Japanese version of the Achievement Goal Questionnaire-Revised. It reports confirmatory factor analyses with acceptable fit and gives Cronbach’s alpha for all four subscales in Table 2, supporting factorial validity and internal consistency. It does not clearly establish the separate claim of construct validity. (LLM, conf=0.84)
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- Authors
- Yamaguchi, T.
- Affiliations
- Hosei University (JP)
- Corresponding author
- Yamaguchi, Tsuyoshi
- ORCID
- Yamaguchi, Tsuyoshi
- Venue
- The Japanese journal of psychology
- Published
- 2017
- Volume
- 88
- Issue
- 1
- Pages
- 51-60
- ISSN
- 0021-5236 (ISSN-L)
- 1884-1082
- OpenAlex
- W2579365151
- Cited by
- 6
- References
- 10
- Citations by year
- 2023: 2 · 2022: 2 · 2020: 1 · 2017: 1
- FWCI
- 1.10
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- The Japanese journal of psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- perceived benefits, learning strategies, metacognitive knowledge, metacognitive monitoring, metacognitive regulation, cognitive strategies, achievement goals, adaptive learning, undergraduate students
- MeSH terms
- Adolescent, Bayes Theorem, Cognition, Female, Humans, Learning, Male, Perception, Surveys and Questionnaires, Students, Universities, Young Adult
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