Brief Description

The Strategy Use Questionnaire (SU-27) was developed to assess the learning strategies employed by middle and high school students. It is based on internationally recognized instruments such as the Motivated Strategies for Learning Questionnaire (MSLQ) and the Learning and Study Strategies Questionnaire (LASSI), as well as the theoretical framework of Elliot and colleagues. The final version consists of 27 items grouped into three subscales: (a) deep-level strategies, (b) metacognitive self-regulation strategies, and (c) surface-level strategies.

Purpose

The questionnaire aims to measure the strategic approaches students use during learning in secondary education (middle and high school). Its goal is to provide insight into how students process information, regulate their own learning, and choose study and preparation techniques.

Scoring Method

Students respond to each of the 27 items using a five-point Likert scale. The mean score of the items belonging to each subscale is calculated, resulting in three main dimensions of strategy use: deep strategies, surface strategies, and metacognitive strategies.

Validity

Factor analysis with Varimax rotation was conducted on a sample of Greek students. The resulting factors met the Kaiser criterion (eigenvalue >1) and were supported by the Cattell scree plot. The questionnaire shows good construct validity, with the identified factors corresponding to theoretically expected learning strategies.

Reliability

Internal consistency (Cronbach’s alpha) for the subscales was 0.82 for metacognitive strategies, 0.80 for deep strategies, and 0.62 for surface strategies. These values are considered adequate for educational and research purposes.

Data Analysis and Use

The study sample included 447 students: 249 from 8th grade (mean age 13.6 years) and 198 from 10th grade (mean age 15.5 years), all attending public schools. The sample consisted of 209 girls and 238 boys. The results were used to develop the subscales and to confirm theoretical assumptions related to learning strategy use.

References

Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549–563.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 91(3), 549–563.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1992). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Washington, DC: Office of Educational Research and Improvement.
Weinstein, C. E., Shulte, A., & Palmer, D. R. (1987). The Learning and Study Strategy Inventory. Clearwater, FL: H & H.