Article ID: 47085
This study examined the relationship between (1) using learning strategies for daily studying and for examinations and (2) the perceived effectiveness of learning strategies and their actual use. We focused on the perceived learning effectiveness (i.e., perceived effectiveness in achieving long-term consolidation of learning) and perceived test effectiveness (i.e., perceived effectiveness in achieving good grades in examinations) of learning strategies. A within-person correlation analysis of data collected from 201 high-school students revealed that students use different strategies depending on whether they study for daily studying or examinations. A hierarchical linear modeling analysis indicated that learning and test effectiveness were positively correlated to the actual use of these strategies in different learning situations to the same degree. The results also showed that the relationship between the perceived effectiveness and actual use of learning strategies in different learning situations vary by student; however, achievement goals had only a small moderating effect on these student differences in the relationship.
