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• W1792508231 abstract "The fact that learners' initiative or choice plays a crucial role in strategy definitions suggests a heavy emphasis on motivation in the study of strategy use. This chapter discusses the relationship between a selected set of motivational variables and strategy use. It discusses frameworks that consider the impact of learner variables on cognitive functioning and presents a model of strategy use. The development of this model is based on the work in attribution theory and self-efficacy theory and on characteristics of learners who use or fail to use strategies. Following from the model, it is suggested that training should attend to students' perceptions of their effort and ability attributes and their perceptions of parallel strategy attributes. Following instruction on the specific procedures required to perform the strategic behaviors, an assessment of the match between learners' perceived self and strategy attributes may be conducted. This assessment activity would allow for a more individualized training program to produce a match between the learner and strategy attributes. For example, if a student perceives that he or she is sufficiently industrious to use the strategy but is not smart enough to effectively perform the strategic behavior, then required training efforts should attend to modifying his or her perceptions of competence. These training activities may involve self-instructional training procedures that emphasize the linkage between competence and the learner's developing strategic behavior." @default.
• W1792508231 created "2016-06-24" @default.
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• W1792508231 date "1988-01-01" @default.
• W1792508231 modified "2023-10-15" @default.
• W1792508231 title "SELECTION AND USE OF STUDY STRATEGIES: THE ROLE OF THE STUDIER'S BELIEFS ABOUT SELF AND STRATEGIES" @default.
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• W1792508231 doi "https://doi.org/10.1016/b978-0-12-742460-6.50010-4" @default.
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