Learning Strategies
Over the decades there have been many studies conducted to determine if strategies are effective and necessary in the acquisition of knowledge. There are different types of strategies, such as general strategies as in problem-solving (predicting, summarizing) and domain-specific strategies as in finding the main idea in text or determining procedures to solve algebra problems (Harris, Alexander, & Graham 2008, pg. 87). In addition, Pressley and Harris (2006) outline explicit instruction in strategy use for reading, writing, foreign language learning, and mathematical problem solving. Explicit instruction for students who use inappropriate strategies or do not readily have the knowledge of strategies was found to be effective.
In a study by Holschuh, Nist, and Lejnik (2001), of attribution to failure when learning science, it was found that students were more optimistic when they attributed failure to controllable factors such as effort and strategies; they believed that he or she would be successful the next time. When attribution of failure was due to ability, students were not so optimistic. However, the authors point out that there were not strong emotions attached to strategy use and failure. Due to this, students may not be motivated to change what strategies they are using on their own.
In a study by Holschuh, Nist, and Lejnik (2001), of attribution to failure when learning science, it was found that students were more optimistic when they attributed failure to controllable factors such as effort and strategies; they believed that he or she would be successful the next time. When attribution of failure was due to ability, students were not so optimistic. However, the authors point out that there were not strong emotions attached to strategy use and failure. Due to this, students may not be motivated to change what strategies they are using on their own.