Le valutazione di utilità e dell'uso delle strategie funzionali e non funzionali allo studio in studenti delle classi.

The judgements of efficacy and use of the good and less effective learning strategies in second scholastic grade students.The aim of this research was to investigate the judgements of efficacy and use and their correspondence (strategic consistency) of learning strategies in students from 11 to 14 years old and the relationship between these judgements with scholastic achievements.We presented to a sample of 324 students (VI,VII and VIII) two Strategies Questionnaires, one measuring the perceived effectiveness and the other measuring the use of strategies that are part of a battery recently devised in Italy (Cornoldi,De Beni, Zamperlin and Meneghetti, 2005). Results showed that students generally rated the valid strategies to be more effective than the less valid strategies and the judgements of efficacy was more highly than the judgements of use. Furthermore, the high achievers (measured by scholastic performance) had more strategic coherence in comparison with the other students (low and medium achievers). The results showed that strategic coherence is a relevant metacognitive aspect in scholastic achievement.