چکیده (انگلیسی):

Learning strategies have been shown to be an important part of success in the classroom,
but little research exists that examines differences across major fields concerning the use
and faculty emphasis of learning strategies. This study uses data from the National Survey
of Student Engagement and the Faculty Survey of Student Engagement to explore
whether there is congruence for academic disciplines between the student use and faculty
encouragement of learning strategies. Patterns in the results suggest that are certain
fields, including health professions, biology, agriculture, natural resources, and social
service professions most frequently emphasizing and using learning strategies, while others,
including engineering, physical sciences, mathematics, and computer science are less
likely to do so. OLS regression models also suggest demographic and environmental predictors
of student use of learning strategies, such as gender, enrollment status, cumulative
college grades, Greek affiliation, and participation in a learning community. Potential
reasons for and implications of these findings are discussed.