Learning strategies and learning achievement

In the current Literature, the efficacy of learning strategies is often evaluated by using learning strategy questionnaires and taking school marks, tests or high school levels as criteria. Most of these studies show that learning, strategies are unsatisfactory predictors of learning achievements. We suggest that this is in part a question of operationalization of constructs. Efficacy evaluations of learning strategies should be dome using microanalytic action research. We investigated 4 th, 6 th and 8 th graders who studied a text by analyzing their use of learning strategies as well as their learning achievements. We found significant quantitative and partly significant qualitative learning achievement differences depending on learning strategy use. Furthermore, emotional and motivational variables were found to affect learning achievement via the use of strategies; thus, learning strategies mediated the observed relationships.