Students Can (Mostly) Recognize Effective Learning, So Why Don't They Do It? (Poster 39)

• In Event: AERA Poster Session Ten
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

Cognitive psychology research has often assumed that students are unable to recognize what strategies are effective: in surveys and lab experiments, students often choose less effective strategies (e.g., rereading, cramming) in favor of more effective ones (e.g., retrieval practice, spacing). The present studies challenge this assumption. We show that participants are generally able to identify effective strategies (Studies 1 and 2), but despite having the knowledge, choose not to use them due to lack of self-efficacy and perceived costs (anxiety, time, effort) in using effective strategies. Together, these studies suggest that interventions to improve learner study strategies might not need to focus on explicit knowledge, but instead should focus more on increasing self-efficacy and reducing perceived costs.

Authors

• Stephany Duany Rea, University of Texas at Austin
  Presenting Author

• Lisi Wang, University of Texas at Austin
  Non-Presenting Author

• Katherine M. Muenks, University of Texas at Austin
  Non-Presenting Author

• Veronica X. Yan, University of Texas at Austin
  Non-Presenting Author