The Verification of Reciprocal Relationships between Leaners’ Belief and Learning Strategy Use

Abstract

This study examined what contributes to freshmen’s beliefs about learning and whether there is a reciprocal relationship between learners’ belief and learning strategy, picking out past use of learning strategy, perceived utility of learning strategy, and achievement goal. Twice (in April and July) self-report questionnaires were administered to 791 students in Time 1, and to 351 students in Time 2. First, a path analysis was conducted to clarify the process where learners’ belief is fostered. It found that some learning strategies, besides achievement goal, contributes to leaners’ beliefs. Second, the path analysis with data of both times indicated that a recursive relationship between learners’ beliefs and learning strategy mediated by perceived utility.