Assessing College Students' Perceived Utility Value of Learning Strategies in Gateway Biology and Statistics Courses

• In Event: Self-Regulated Learning Development and Context

Abstract

Learners need to use effective strategies to improve their learning and academic achievement. In the present study, we developed a new instrument, the Perceived Utility of Learning Strategy Scales (PULSS), to measure students’ perceived utility value for various learning strategies under the guidance of the Success Through Self-Regulated Learning framework and Expectancy-Value Theory. We collected data from undergraduate students across two semesters to evaluate the psychometric properties of the PULSS. We further conducted measurement invariance across different STEM courses. Results demonstrated strong reliability and validity. Further, metric invariance was retained between a biology course and a statistics course. The study provided a well-established tool for educators and researchers to assess students’ strategy motivation and develop effective learning strategy interventions.

Authors

• Ying Wang, FHI 360
  Presenting Author

• Rayne A. Sperling, Pennsylvania State University
  Non-Presenting Author