Knowing the learning strategy is not enough to use it: Example in reading strategies for Japanese undergraduates.

Abstract

Learning strategies are an important component of self-regulated learning. Learners are expected to use multiple strategies appropriately. This study focused on metacognitive knowledge in the use of learning strategies and attempted to clarify the hierarchical nature of multiple knowledge. Furthermore, the study provided suggestions that could lead to further efficient acquisition of learning strategies. Responses were obtained from 184 Japanese university students regarding the degree of strategy use, knowledge regarding strategy, and perceived benefit and cost of 28 reading strategies. Results of the hierarchical Bayesian modeling showed that strategy use was influenced by knowledge regarding strategy and perceived benefit and cost. Furthermore, the effects of perceived benefit and cost were lower in the absence of knowledge regarding strategy. This implies that to use a learning strategy, the learner must first be aware of it and the degree to which it is used (apart from its theoretical usefulness) is determined by subjective benefit and cost. Therefore, in classroom situations, it is desirable to explicitly teach not only the course content but also strategies appropriate for learning the content. Dependence of the effects of perceived benefit and cost of strategy use on the presence or absence of knowledge regarding strategy suggests a hierarchy of metacognitive knowledge regarding usage of learning strategies.