Self-reported learning strategies and learning from expository text

Abstract Two related studies are presented describing development of the Learning Strategies Survey (LSS) and use of the survey to predict learning from expository text. Factor analysis of items selected to reflect the types of information-processing activities undergraduates might use while studying textbook material yielded two stable factors. The two factors demonstrated high internal consistency reliability estimates across seven samples of undergraduates, and acceptable test-retest reliability. The Covert Cognitive Processes scale, representing internal elaboration and organization, discriminated high from low GPA students in two samples of undergraduates, significantly predicted recall of two expository passages, and was related positively and significantly to college GPA. The Overt Processes scale was unrelated to student GPA or recall performance. Results are discussed in terms of the interrelationships among cognitive processes, overt behaviors, and text learning.

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