摘要：Socio-cognitive models of self-regulated learning (e.g., Pintrich, 2000) emphasize contextualized nature oflearning process, and within-person variation in learning processes, along with between-person variability in selfregulation.Previous studies about contextual nature of learning strategies have mostly focused on the effects ofdifferent contextual factors on interindividual differences in learning strategies utilization. However, less attentionwas given to the question about contextual effects on within-person variability in learning strategies. In this paper,the following questions were explored: (a) whether students exhibit intraindividual variability in learning strategiesbetween two measurement occasions, or not, and (b) to what degree the observed intraindividual variability in selectedlearning strategies between two learning episodes can be accounted for by achievement after the first learningepisode. The research questions were analyzed under the methodological framework of the latent state-trait theory(Steyer, Ferring, & Schmitt, 1992). The sample consisted of 297 first year university students attending Introductionto Psychology course. Selected learning strategies (organization, elaboration, and critical reasoning) were measuredby means of adapted version of the Inventar zur Erfassung von Lernstrategien im Studium (Wild & Schiefele, 1994).Participants filled in the questionnaire before the exams on two occasions with a 7-week time lag. Students’ scoreson the first exam were obtained from the teacher’s record. Results provide the evidence that there are individual differencesin students’ changes in the frequency of use of learning strategies at the end of semester (compared to themidsemester). Also, students who scored higher at the first exam exhibited less intraindividual variability in learningstrategies utilization.
