Abstract
Learning strategies are commonly regarded as discrete cognitive or behavioral activities (more or less) intentionally employed by a learner in a particular learning situation in order to overcome a local problem that has emerged in this situation. Strategy application implies self-regulation (i.e., having options available and being able to control one’s own learning; Schunk & Ertmer, 2000: 632). Learning strategies are deemed meaningful for successful learning, especially in self-regulated learning environments. Usually, it is expected that good strategic learners will better facilitate their learning processes and learning results than weak strategists (Schrader, Helmke, Wagner, Nold, & Schröder, 2008; Zimmerman, 2000). This assumption is very plausible. Nevertheless, evidence to corroborate the relevance of strategies has been so far only partly provided by empirical investigations. In particular, a great deal of correlational field studies have yielded no, or only weak, correlations between strategy use and measures of achievement.
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© 2015 Christoph Schneider, Christian Weber and Peter H. Ludwig
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Schneider, C., Weber, C., Ludwig, P.H. (2015). Does the Quality of the Application of Learning Strategies Foster Text Comprehension? A Reanalysis of Video Data. In: Schnotz, W., Kauertz, A., Ludwig, H., Müller, A., Pretsch, J. (eds) Multidisciplinary Research on Teaching and Learning. Palgrave Macmillan, London. https://doi.org/10.1057/9781137467744_4
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DOI: https://doi.org/10.1057/9781137467744_4
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