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The purpose of this study was to investigate the effects of autonomy on influence of learning strategy instruction by teachers. One hundred thirty-two undergraduates completed questionnaires. Questionnaires assessed perception of utility and cost of learning strategy, learning strategy instruction by teachers, use of the learning strategy and self-determination awareness. The results showed that utility and instruction by teachers were positively correlated with the use of strategy, and cost was negatively correlated with the use of strategy. The result was consisted with Sato (1998). In addition, among students who reported low or middle self-determination awareness, instruction by teacher was correlated with use of imaging strategy, but it was not correlated among high self-determination awareness students. However, same result was not shown with regard to organization and repetition strategy., 国立情報学研究所で電子化したコンテンツを使用している。