– Schools, as opposed to families, may be the primary vehicle for developing effective strategy use practices for students and thus,
targeted interventions may be particularly useful for male students
attending low SES schools.
– One learning strategy (i.e., control strategies) was found to relate significantly and positively to achievement.
– These strategies were used more by females and students attending higher SES schools.
– Males and students attending lower SES schools tended to use a greater number of learning strategies that did not relate to achievement, including memorization and elaboration.
– Strategies that did not relate to achievement were used more
frequently by students from higher SES families.