Learning Strategy Use and Short- and Long-Term Perceived Utility

Abstract

To clarify the relations between the use and perceived utility of learning strategies, we divided the perceived utility of learning strategy use into long- and short-term perceived utility, and then explored their relative effects on the use of learning strategies. In a pilot study, a self-report instrument about strategies for learning history was developed. In the main study, 1,138 junior- and senior-high school students were requested to rate learning strategies as to their actual use, long-term perceived utility, and short-term perceived utility. Using hierarchical linear modeling (HLM), we were able to identify a direct effect of short-term perceived utility on the use of learning strategies. When short-term perceived utility was controlled for, long-term perceived utility had little effect on the results. The robustness of this result is warranted because neither school differences in these relationships nor moderating effects of achievement goals were found.