The conceptual bases of study strategy inventories
The conceptual bases of study strategy inventories
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DOI：
10.1007/s10648-004-0003-0
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发表时间：
2004-12-01
影响因子：
10.1
通讯作者：
McCune, V
中科院分区：
文献类型：
--
作者：
Entwistle, N;McCune, V
本文介绍了一系列著名的学习策略清单的历史起源和发展，并试图确定其概念基础。在研究测量工具之间的相似性和差异性的经验证据之前，考虑了影响6种对比工具发展的理论和证据。这种分析分三个阶段进行，首先是在20世纪70年代和80年代开发的库存，主要集中在动机，学习方法和学习过程。随后介绍了引入心智模型、元认知和自我调节的最新研究成果，并在最后一节讨论了整套清单的概念基础。在这一研究领域中发现的趋势进行了描述，并用于探讨目前的混淆重叠的术语描述显然相似的方面的学习和研究在高等教育。
This article describes the historical origins and development of a series of well-known study strategy inventories and seeks to identify their conceptual bases. The theories and evidence influencing the development of 6 contrasting instruments are considered before examining empirical evidence of similarities and differences between the measurement instruments. This analysis is tackled in three stages, looking first at inventories developed in the 1970s and 1980s that focused mainly on motivation, study methods, and learning processes. The more recent work that brought in mental models, metacognition, and self-regulation is then introduced, leading to a concluding section that discusses the conceptual bases of the whole set of inventories. The trends found in this research area are described and used to explore the current confusion of overlapping terms describing apparently similar aspects of learning and studying in higher education.