As learning center professionals, we have much to gain by conducting assessment to understand how our services help college students develop their academic strategies. The type of data we collect makes a difference in the interpretations we can draw, however. An initial step in becoming a scholarly practitioner is to consider the strengths and…

This article discusses measuring learning strategies by means of questionnaires. In "multi-method" research, in which think-aloud measures are compared with questionnaires, low or moderate correlations are found. A conclusion often drawn is that learners are not able to verbally report on their learning activities. Alternative explanations concern…

Self-regulated learning has been described as an adaptive process: students adapt their learning strategies for attaining different learning goals. In order to be adaptive, students must have a clear notion of what the task requirements consist of. Both trace data and questionnaire data indicate that students adapt study strategies in limited ways…

Whether high levels of metacognitive knowledge about problem solving can compensate for low overall aptitude was studied for 31 high-aptitude and 25 low-aptitude children in grades 4 and 5. Results confirming superior performance of high metacognitive individuals are discussed in terms of the independence of metacognition and academic aptitude.…