文章名称：Examining the mediating effect of learning strategies on the relationship between students’ history interest and achievement
文献引用：Dan, Yongjun, & Todd, Reese. (2014). Examining the mediating effect of learning strategies on the relationship between students’ history interest and achievement. Educational Psychology, Vol 34(7), 799-817. doi: https://dx.doi.org/10.1080/01443410.2013.792331. © 2014 by Taylor & Francis. Reproduced by Permission of Taylor & Francis
量表名称：History Learning Strategy Inventory
计分方式：The 10-item measure utilized a Likert scale (1 = totally disagree and 7 = totally agree).
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量表维度：
*1. For history courses I am taking, I tend to complete what is assigned by the teachers without doing anything extra.
*2. I prefer to learn historical facts rather than the content that requires extensive reading and reflection.
*3. For the history course I am taking, I try to do the minimum to pass the course but nothing else.
*4. I enjoy learning historical events with details that do not ask for deep understanding.
*5. I do not spend much time on learning content of history course if it is not likely to be tested.
*6. While studying history, I often try to figure out what it means to the current world or in real life.
*7. When studying new knowledge in history, I always try to connect it to the history I already know.
*8. I try to relate what I learn in history to what I learn in other subjects.
*9. I am excited when encountering new topics in history and spend extra time to find more readings about them.
*10. I spend much of my free time searching for information on interesting topics discussed in history classes.
Note . (1–5, surface learning strategy; 6–10, deep learning strategy)
