Questionnaire Description

The Strategic Behavior Observation Scale is a standardized observation form designed to record students’ behavior during problem-solving tasks. The tool includes 12 specific strategic behaviors that are typically used in problem-solving activities in cognitive learning environments. The observation focuses on the use of three main categories of strategies: cognitive, metacognitive, and strategies related to motivation and volition regulation. These strategies reflect processes such as understanding the problem, planning and applying a solution, regulating effort and attention, and managing emotions and motivation. The observation form is completed by the researcher/observer during the learning activity. For each problem-solving task, all 12 strategic behaviors are evaluated separately. Recording is based on a four-point scale, reflecting the frequency and intensity with which each strategy is used.

Data Analysis and Use

Observation involves recording the student’s use of strategic behaviors during problem-solving tasks, based on a structured guide of predetermined criteria. Evaluation uses a four-point scale (1 = not at all, 2 = a little, 3 = quite a bit, 4 = a lot) and assesses both frequency and degree of use for each strategy. Observations are carried out by one or more independent observers, who score the strategies separately and independently. The final score is derived as the average of each observer’s ratings per strategy per task, and a color-coded system is used to indicate the weight or prominence of each strategy in visual formats. Observations are facilitated by organizing the problem-solving tasks into standard formats, allowing more structured assessment of student performance during the task.

Objective

The goal of the Strategic Behavior Observation Scale is to record, through observation, the strategic behavior of school-aged students during problem-solving activities and to assess the degree to which they are capable of using self-regulated learning strategies. The tool aims to deepen understanding of how students cognitively, metacognitively, and emotionally engage in problem-solving tasks.

Scoring

Scoring is based on estimating the frequency and intensity of each strategy’s use by the student during problem-solving activities. Each strategy is rated on a four-point scale, and the final score for each is calculated as the mean of two independent observers’ evaluations. Observer agreement was high, with the intra-class correlation coefficient reaching 0.77. Internal consistency of the tool was verified using Cronbach’s alpha: 0.91 for cognitive strategies, 0.84 for metacognitive strategies, and 0.81 for strategies regulating motivation. These values confirm the tool’s high reliability.

Bibliography

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.