Abstract

This study examined the stability and change in secondary school students’ learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional treatment – and one control condition. Four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and limited strategy users) were corroborated at three measurement occasions in a sample of 444 students. Cluster movement analysis identified positive changes in students’ learner profiles over time. Both short- and long-term results were promising.

摘要

这项研究在接受明确的策略指导（ESI）促进他们的文本学习策略使用后，研究了中学生学习者档案的稳定性和变化。建立了一项随机的准实验重复措施设计，其中一种实验条件-接受了八节课老师提供的指导性治疗-和一种对照条件。在444个学生的三个测量场合中，证实了四个学习者档案（即，综合策略用户，信息组织者，心理学习者和有限策略用户）。聚类运动分析确定了学生的学习概况随时间的积极变化。短期和长期结果都令人鼓舞。