Analyzing students’ learning strategies using item response theory: Toward assessment and instruction for self-regulated learning

Many previous studies related to self-regulated learning have demonstrated that students with higher academic achievement tend use varied and effective strategies. However, they cannot acquire these strategies in a short period. If are acquired used gradually, it may help specify individual levels of teach its usage reasonable order. Therefore, this study analyzed data on strategy item response theory (IRT) students’ level acquisition determine how ordered. Questionnaire the frequency were obtained from five universities ( N = 472) using IRT model. It was shown average their universities’ rankings.