Multilevel analysis of primary students' perception and deployment of self-learning strategies

Magdalena Mo Ching MOK, Hon Suen MA, Yuk Fan Fanny LIU, Yuen Ping Emily SO

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study focuses on primary students' self-learning strategies, using a sample of 1253 students from 20 Year 3 and 20 Year 5 classes from 10 primary schools in Hong Kong. Students were asked to name sources from which they could learn. They were then asked to rate 10 self-learning strategies on perceived usefulness and personal deployment. Students named an average of 2.5 learning sources, with print exposure (reading) being the most commonly nominated source. Multilevel analysis revealed substantial differences (27% of attributable variance) between classes on student ability to name learning sources. In general, the students indicated that all 10 suggested learning strategies were useful. The two most commonly deployed strategies were help-seeking and locating a quiet study environment. Gender differences were not found on naming learning resources, but girls indicated relatively higher levels of strategy awareness and deployment. Copyright © 2005 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)129-148
JournalEducational Psychology
Volume25
Issue number1
DOIs
Publication statusPublished - Feb 2005

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Multilevel Analysis
multi-level analysis
learning strategy
Learning
Students
student
Names
learning
Aptitude
Hong Kong
primary school
Reading
gender-specific factors
ability
resources

Citation

Mok, M. M. C., Ma, H. S., Liu, F. Y. F., & So, E. Y. P. (2005). Multilevel analysis of primary students' perception and deployment of self-learning strategies. Educational Psychology, 25(1), 129-148.

Keywords

  • Learning strategies
  • Learning, Psychology of
  • Study skills
  • Sex differences
  • Education
  • Educational psychology
  • Students -- Psychology