2003 · 13 citations · 9 references
EducationEducational AssessmentScience EducationCognitive PsychologyInstruction In Higher EducationMetacognitionLearner StrategiesMetacognitive ControlMetacognitive KnowledgeMetacognitive RegulationMotivation In LearningSelf-regulated LearningAdolescent Critical ThinkingCognitive Strategies AnalysisMeta-cognitionMetacognition In AssessmentMetacognitive Beliefs QuestionnaireMetacognitive Strategies InventoryRasch Model AnalysisRasch Model Fit
Over the past years, metacognition and metacognitive and cognitive strategies, have been a subject of considerable research. This study aims at looking into the cognitive and metacognitive strategies employed by pre-university students through the administration of the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al. The cognitive and metacognitive strategies scale of this instrument is divided into five sub-scales namely rehearsal, elaboration, organization, critical thinking and meta-cognitive self-regulation. The questionnaire was administered to 524 preuniversity students attending a science programme and the data analyzed using the Rasch Measurement Model. From the model a “Students’ Learning Strategies Scale” was developed where the five sub-scale was ordered along a linear line in ascending order of the strategies used by the students. The results obtained revealed marked differences in the use of the learning strategies of the pre-university students as compared to the scale plotted by the mean obtained by the studies of Pintrich et al (1991). These results suggest differences in the learners’ cognitive and metacognitive strategies employed in their learning process.
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