Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies

Autor/inn/en	Glogger, Inga; Schwonke, Rolf; Holzapfel, Lars; Nuckles, Matthias; Renkl, Alexander
Titel	Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies
Quelle	In: Journal of Educational Psychology, 104 (2012) 2, S.452-468 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0026683
Schlagwörter	Foreign Countries; Learning Strategies; Student Characteristics; Formative Evaluation; Feedback (Response); Prediction; Student Journals; Journal Writing; Cognitive Processes; Grade 9; High School Students; Mathematics; Replication (Evaluation); Biology; Program Effectiveness; Prior Learning; Constructivism (Learning); Metacognition; Germany + Suchen Sie Ihr Suchwort? Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorhersage; Studentenzeitung; Zeitschriftenaufsatz; Cognitive process; Kognitiver Prozess; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematik; Biologie; Vorkenntnisse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Deutschland
Abstract	Recently, there have been efforts to rethink assessment. Instead of informing about (relatively stable) learner characteristics, assessment should assist instruction by looking at the learning process, facilitating feedback about what students' next step in learning could be. Similarly, new forms of strategy assessment aim at capturing self-regulated learning as it happens. One potential method for such assessment is the learning journal. We analyzed whether (a) quantity and (b) quality of learning strategies assessed by learning journals predict learning outcomes, and (c) whether differently successful combinations of strategies can be identified. In Study 1, 9th graders of medium-track high schools (N = 236) wrote learning journals in mathematics during 6 weeks. Foremost, quality and quantity of cognitive strategies predicted learning outcomes, controlling for prior knowledge. Learners who combined cognitive plus metacognitive strategies were particularly successful. Learners who mainly used 1 type of strategy performed similarly poorly as did learners who hardly used strategies. Study 2 in the domain of biology learning (N = 144) essentially replicated these findings. In summary, learning journals are a useful and innovative method for assessing learning strategies. (Contains 4 figures and 9 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10