Analysing the Deep Learning Strategies Questionnaire: a case study with higher education students in Catalonia
DOI:
https://doi.org/10.1344/reire.46895Keywords:
self-regulated learning, learning strategies, higher education, questionnaireAbstract
INTRODUCTION. Finding an accurate instrument to measure self-regulated learning in higher education is a complex task. In 2021, Panadero and colleagues developed the Deep Learning Strategies Questionnaire (DLS-Q) to assess the learning strategies used by students. In this study, we aimed to assess the evidence of validity of the DLS-Q in the Catalan language. Additionally, we explored whether students’ beliefs about the subject and their previous experience with peer-assessment processes are related to their self-regulated learning skills. METHOD. A total of 475 higher education students from various year groups and faculties at a university in Catalonia participated in this study. RESULTS. We found a significant positive correlation between all dimensions of deep-learning strategies and the different expectations and beliefs expressed by students at the beginning of the academic year. DISCUSSION. Since we decided to eliminate three items from the original version due to their low score, we propose a four-dimensional structure for a 27-item version of the questionnaire. The low-scoring items are consistent with the results of previous research in different educational contexts. We discuss possible explanations related to teaching practices and lecturers’ roles as feedback providers.
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