Personal and environmental influences on students' beliefs about effective study strategies

摘要: Abstract This paper describes a model of the influence personal and environmental factors on students' valuing two deep-processing strategies for studying expository texts. In model, task orientation (a form intrinsic motivation in which learning understanding are major goals) interacts with perceptions teacher's goals to both subsequent strategy-value beliefs. Questionnaire data from 281 high-school science students, collected near beginning end school year, were used test model. The questionnaires included measures additional variables thought by other theorists study strategy use: perceived ability attitude toward science. Individual differences initial level appear exert powerful influence, later their belief value strategies. Perceptions that teacher wanted them think independently as well thoroughly master material positively beliefs over course year. Neither nor added significantly model's explanatory power. theoretical practical implications these findings discussed, an emphasis potential teachers affect student