This paper provides the presentation of different operationalisations of
components in different models of learning. Special emphasis is on the
empirical verifications of relations between components. Starting from the
research of congruence between learning motives and strategies, underlying
the general model of school learning that comprises different approaches to
learning, we have analyzed the empirical verifications of factor structure of
instruments containing the scales of motives and learning strategies
corresponding to these motives. Considering the problems in the
conceptualization of the achievement approach to learning, we have discussed
the ways of operational sing the goal orientations and exploring their role
in using learning strategies, especially within the model of the regulation
of constructive learning processes. This model has served as the basis for
researching learning styles that are the combination of a large number of
components. Complex relations between the components point to the need for
further investigation of the constructs involved in various models. We have
discussed the findings and implications of the studies of relations between
the components involved in different models, especially between learning
motives/goals and learning strategies. We have analyzed the role of
regulation in the learning process, whose elaboration, as indicated by
empirical findings, can contribute to a more precise operationalisation of
certain learning components.
The Perceived Role of L2 English in the Process of Learning L3 German