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58-item task-specific learning strategy questionnaire

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Evidence · 2 claims (1 for, 1 against) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

A researcher-constructed questionnaire measuring ninth-grade students’ self-reported cognitive and metacognitive activities while studying a specific history text, developed by Gonny Schellings.

Components

  • 58-item task-specific learning strategy questionnaire scored on a three-point frequency scale: A questionnaire constructed "straightforwardly on the basis of a taxonomy for coding think-aloud protocols", with all items referring to the specific history text read before completion and each of the taxonomy's categories tapped by one item. Items were scored on a three-point frequency scale ('almost never'=1, 'sometimes'=2, 'often'=3), a choice the article says may "reduce the variation in the choice of a reference point amongst students." The full instrument reached α=.87 (Study 1) and α=.79 (Study 2). (Gonny Schellings (2011))

Claims

Key Sources

  • Gonny Schellings. (2011). Applying learning strategy questionnaires: problems and possibilities. Metacognition and Learning, 6, 91–109. https://doi.org/10.1007/s11409-011-9069-5
Page metadata
Field Value
type product
id 58-item-task-specific-learning-strategy-questionnaire
title 58-item task-specific learning strategy questionnaire
description A researcher-constructed questionnaire measuring ninth-grade students’ self-reported cognitive and metacognitive activities while studying a specific history text, developed by Gonny Schellings.
status review
product_kind assessment
generated by process:settle-candidates on 2026-10-19
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