The Role of Students ' Perceptions of Study Strategy and Personal Attributes in Strategy Use

Drawing on study strategy, metacognition, and attribution research, a model of strategy use was presented and evaluated via a series of regression analyses. Data analysis was conducted.in three stages: 'identifying frequency of stragegy use, relating strategy use to test performance, and predicting reported use of strategies that were related to students'performance. Subjects, 224 college students, reported using an average of more than eight strategies when reading-rmost commonly, rereading to increase understanding. Few students reported using such metacognitive strategies as formulating questions before reading or outlining, material after reading. Students ' performance on a short-answer test was predicted by their reported use of skimming, anticipating the test, and rereading strategies. These practices themselves were significantly predicted by one or more of the following components in the proposed strategy use model: strategy knowledge, perceived learner attributes, and strategy efficacy. (Author/MM) Reproductions supplied by EDRS are the best that can be made from the original document. t