Description

The Strategic Behavior Observation Scale (SBOS) is a standardized observational assessment tool designed to record and evaluate students’ strategic behaviours during problem-solving activities. The instrument focuses on the ways students approach cognitive challenges and examines the strategies they employ within learning environments.

The scale includes 12 specific strategic behaviours that are commonly observed during problem-solving tasks. These behaviours are organized into three main categories: cognitive strategies, metacognitive strategies, and strategies related to motivation and volition regulation.

Cognitive strategies refer to processes involved in understanding problems, selecting appropriate procedures, and applying solutions. Metacognitive strategies involve planning, monitoring, and evaluating one’s own thinking processes. Motivation and volition regulation strategies concern the management of effort, attention, persistence, emotions, and motivation during problem-solving activities.

The observation form is completed by a researcher or trained observer during the learning activity, with each strategic behaviour being evaluated separately for every problem-solving task.

Objective

The primary objective of the Strategic Behavior Observation Scale is to assess, through systematic observation, the strategic behaviour of school-aged students during problem-solving activities.

The instrument aims to investigate the extent to which students are able to apply self-regulated learning strategies and to understand how they cognitively, metacognitively, and emotionally engage with problem-solving processes.

The scale provides valuable information regarding students’ approaches to learning, their ability to regulate their thinking and behaviour, and the strategies that contribute to effective problem solving.

Structure and Content

The SBOS evaluates three major domains of strategic behaviour.

The Cognitive Strategies domain examines behaviours associated with understanding the problem, processing information, selecting approaches, and implementing solutions.

The Metacognitive Strategies domain assesses planning, monitoring, self-evaluation, and regulation of the problem-solving process.

The Motivation and Volition Regulation Strategies domain evaluates behaviours related to persistence, effort management, attention control, emotional regulation, and maintenance of motivation during challenging tasks.

Each of the 12 strategic behaviours is evaluated independently during problem-solving activities.

Data Analysis and Use

The observation process is conducted using a structured guide containing predefined criteria for each strategic behaviour. Each behaviour is rated according to the frequency and intensity of its use during problem-solving tasks.

Evaluation is performed using a four-point scale:

1 = Not at all

2 = A little

3 = Quite a bit

4 = A lot

Observations may be conducted by one or more independent observers, who assess each strategy separately. The final score for each strategy is calculated as the mean value of observers’ ratings for each task.

The data can be used to examine students’ strategic learning profiles, identify strengths and weaknesses in self-regulated learning, and evaluate educational interventions designed to improve problem-solving skills.

Scoring Method

The scoring of the SBOS is based on the estimated frequency and intensity of each strategic behaviour demonstrated by the student during problem-solving activities.

Each strategy receives a score from 1 to 4, and the final score is calculated through the average of independent observers’ evaluations.

The scale also allows visual representation of results through a colour-coded system, which indicates the relative importance or prominence of each strategy in the observed learning activity.

Validity and Reliability

The reliability of the Strategic Behavior Observation Scale has been examined through observer agreement and internal consistency analysis.

The agreement between observers was high, with the intra-class correlation coefficient (ICC) reaching 0.77, indicating satisfactory consistency between independent evaluations.

Internal consistency was assessed using Cronbach’s alpha coefficient, with the following values:

Cognitive strategies: α = 0.91

Metacognitive strategies: α = 0.84

Motivation and volition regulation strategies: α = 0.81

These values indicate high reliability and strong internal consistency of the instrument.

Applications

The Strategic Behavior Observation Scale can be applied in educational research, studies of self-regulated learning, cognitive development research, and evaluation of problem-solving instruction.

The instrument is particularly useful for examining how students engage with complex tasks, identifying effective learning strategies, and designing educational approaches that enhance cognitive, metacognitive, and motivational skills.

References

Alexander, P., Graham, S., & Harris, K. (1998). A perspective strategy research: Progress and prospects. Educational Psychology Review, 10, 129–154.

Dermitzaki, I., Leondari, A., & Goudas, M. (2009). Relations between young students’ strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation. Learning and Instruction, 19(2), 144–157.

Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26, 49–63.

Zimmerman, B. J. (1999). Commentary: Toward a cyclically interactive view of self-regulated learning. International Journal of Educational Research, 31, 545–551.