Abstract
In this study， we focused on the concept of learning bridging (LB)， which refers to the bridging of multiple types of learning， and examined the relationship between LB and the perception of task value and the use of cognitive strategies by students in teacher training programs. Results of a path analysis revealed that (1) there was no difference in the association between each variable based on the level of aspiration to teach， (2) among the cognitive strategies， the use of elaboration and organization strategies had an impact on LB， and (3) the way in which LB was affected differed depending on the qualitative aspect of task value. Specifically， cognition of utility value mediated the use of elaboration and organization strategies to influence LB， whereas cognition of interest value directly influenced LB without mediating the use of cognitive strategies. The results suggest that not only is it important for students to use cognitive strategies to bridge multiple types of learning， but it is also important for them to find value in the class.
