The Effects of Deep-Processing Strategy Instruction by Enhancing Agency Beliefs for Strategy in Vocational School Students

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  • 専門学校生を対象にした方略保有感の促進による深い処理方略の教授介入の効果
  • センモン ガクコウセイ オ タイショウ ニ シタ ホウリャク ホユウカン ノ ソクシン ニ ヨル フカイ ショリ ホウリャク ノ キョウジュ カイニュウ ノ コウカ

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This study aimed to examine the effects of deep-processing strategy instruction by enhancing agency beliefs for strategy on the use of the strategy and the transfer of the strategy in vocational school students. In total, 45 vocational school students were assigned to a treatment group, which was taught deep-processing strategies by enhancing agency beliefs for strategy, and 62 students were assigned to a control group, which was taught without enhancing it. The results showed that the treatment group used deep-processing strategies more often than the control group did, obtained better scores on a memory test conducted three months following the instruction, and applied the strategy to the learning of other subjects more than the control group did. These results indicated the effectiveness of learning strategy instruction by enhancing agency beliefs for strategy. Therefore, for learning strategy instruction to be more effective, it is important to enhance motivation for strategy use.

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