ABSTRACT

Learning strategies can be powerful learning tools. Some studies show that even primary school students use them. However, hardly any studies have investigated the use of learning strategies of students with special needs, especially for those with emotional and behavioural disorders, in primary schools. Thus, in the present study we examined whether students with special needs in emotional and behavioural disorders use learning strategies and whether their use differs from that of students without special needs. The sample consisted of 101 second, third, and fourth grade students (M_age = 9.41; SD = .86; 100% male), 44 of which were students with and 57 students without emotional and behavioural disorders. We used a questionnaire to measure the self-reported learning strategy use. Results revealed significant differences in rehearsal, organisation, elaboration, and effort in favour of the students without emotional and behavioural disorders. There were no significant differences regarding time management. Hence, future research is needed to investigate how students with special needs can improve their learning strategy use.

摘要

学习策略可以成为强大的学习工具。一些研究表明，即使是小学生也会使用它们。然而，几乎没有任何研究调查过小学有特殊需要的学生，特别是那些有情绪和行为障碍的学生使用学习策略的情况。因此，在本研究中，我们检查了在情绪和行为障碍方面有特殊需要的学生是否使用学习策略，以及它们的使用是否与没有特殊需要的学生不同。样本由 101 名二、三年、四年级学生组成（M_年龄 = 9.41；SD = .86; 100% 男性），其中 44 名学生有情绪和行为障碍，57 名学生没有情绪和行为障碍。我们使用问卷来衡量自我报告的学习策略使用情况。结果显示，在排练、组织、阐述和努力方面存在显着差异，有利于没有情绪和行为障碍的学生。在时间管理方面没有显着差异。因此，未来的研究需要调查有特殊需要的学生如何改善他们的学习策略使用。