Review findings on college strategic processing: development under-studied, quality of strategy use matters more than frequency, and learner and environmental conditions determine effectiveness¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Dinsmore's review concludes that the developmental nature of strategic processing is under-studied, that the quality and conditionality of strategy use matters more than frequency of use, and that conditions within the learner and environment determine which strategies are effective. → Patricia A. Alexander 2017

Evidence¶

Patricia A. Alexander 2017¶

Patricia A. Alexander. (2017). Issues of Constructs, Contexts, and Continuity: Commentary on Learning in Higher Education. Educational Psychology Review, 29, 345–351. https://doi.org/10.1007/s10648-017-9409-3

q2 · i? · theoretical · r3

The commentary summarizes the three key findings Dinsmore extracts from his review of 134 studies, including that "the quality and conditionality of strategy use is of greater importance than the simple frequency of use." Reported second-hand in the commentary.

"the quality and conditionality of strategy use is of greater importance than the simple frequency of use; and that conditions within the learner and within the environment serve to determine which strategies prove more or less effective."

Discussion¶

Related Claims¶

• Dinsmore's review of 134 studies argues that models of strategic processing among college students must be multidimensional and dynamic
• Neither self-report nor eye tracking can reliably distinguish strategic from habituated behavior in empirical practice — related
• The special issue's contributions divide between narrative-review and systematic-review methodologies — related
• Unexplicated definitions of key constructs introduce conceptual ambiguity that makes theory integration far less likely — related