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Learning strategies are considered a key aspect for academic performance not only for science, technology, engineering and mathematics (STEM) students. Refining their assessment thus constitutes a worthwhile research purpose. The aim of this study is to examine the 69-item LIST questionnaire (ZDDP 15:185-200, 1994) with the aim of shortening it while keeping its factor structure and thus its potential for describing learning behaviour and for identifying significant changes therein. This includes exploring if reduced scales remain internally reliable, both in terms of reliability measures and content, and to examine if they stay sensitive enough to capture developments in a pre-post design.

Refining questionnaire-based assessment of STEM students’ learning strategies