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Keywords Learningstrategies.AssessmentmethodsFor many years educational research and practice have paid attention to learners’ learningstrategies and their improvement. Both researchers and practitioners use different kinds ofmeasuring methods to assess learning strategies (Van Hout-Wolters 2000, 2009; Veenman2011; Veenman et al. 2006; Winne and Perry 2000). Learning strategies can be defined ascertain combinations of goal-oriented activities applied to learning in school settings. Adistinction is regularly made between cognitive, metacognitive and affective learningstrategies. Numerous specific learning strategies are distinguished, and diverse overviews oflearning strategies have appeared in several publications (see e.g., Alexander 2006; Pintrich2004; Van Hout-Wolters et al. 2000; Winne and Hadwin 1998).The ongoing focus onconceptualizing learning strategies, especially metacognitive strategies, is paralleled byensuing debates about how to measure these strategies, and the usability of self-reportinstruments is particularly prone to heated scientific discussions. This special issue iscontributing to the discussion of strategy assessment by presenting five empirical studies inwhich pros and cons of self-report instruments are demonstrated. All articles attend tovalidity issues surrounding the measurement of cognitive and metacognitive strategies withself-report instruments.The reasons for measuring learning strategies are diverse. For example, teachers mayadminister questionnaires to obtain information about the strong and weak points oflearners’ strategies and provide the learners with individual support accordingly. Learningstrategies can also be measured to determine whether the formulated (sub)goals of strategy

Measuring strategy use with self-report instruments: theoretical and empirical considerations