Learning strategies and learning achievement

In the current Literature, the efficacy of learning strategies is often eva luated by using learning strategy questionnaires and taking school marks, t ests or high school levels as criteria. Most of these studies show that lea rning, strategies are unsatisfactory predictors of learning achievements. W e suggest that this is in part a question of operationalization of construc ts. Efficacy evaluations of learning strategies should be dome using microa nalytic action research. We investigated 4 th, 6 th and 8 th graders who st udied a text by analyzing their use of learning strategies as well as their learning achievements. We found significant quantitative and partly signif icant qualitative learning achievement differences depending on learning st rategy use. Furthermore, emotional and motivational variables were found to affect learning achievement via the use of strategies; thus, learning stra tegies mediated the observed relationships.