Reciprocal Relationships between Learner Beliefs and Learning Strategy Use

Abstract

This study examines the factors contributing to freshmen’s beliefs about learning and considers the existence of a reciprocal relationship between learner beliefs and learning strategies, focusing on past use of learning strategies, perceived utility of learning strategies, and achievement goals. Self-report questionnaires were administered on two occasions: to 791 students in Time 1 (April), and to 351 students in Time 2 (July). A path analysis was f irst conducted to clarify the process via which learner beliefs are determined, the results of which indicate that certain learning strategies, as well as achievement goals, contribute to learner beliefs. Moreover, path analysis based on data from both time points indicate the existence of a recursive relationship between learner beliefs and learning strategies, mediated by perceived utility.