Effects of learners' perceptions of utility and costs, and learning strategy preferences

This study was conducted to examine the effects of learners' perceptions of utility and costs, and of their learning strategy preferences on the use o f learning strategies. Questionnaires that assessed perceptions and learnin g strategy preferences, and the use of the learning strategies were adminis tered to 426 Japanese primary and junior high school students. Results reve aled that learners who perceived high utility and preferred a learning stra tegy, tended to use the learning strategy frequently, whereas those perceiv ing high costs tended not to use them. Metacognitive strategies were used l ess and the learners appeared to regard them as less effective and having h igher costs than the other strategies. Moreover, learners who used metacogn itive strategies well were less influenced by their perception of costs tha n other learners.