Learning Is Quick: Evidence for the Impact of Learning Beliefs on Self-Regulated Learning (Poster 43)

• In Event: AERA Poster Session Ten
  In Poster Session: Cognitive and Motivational Processes: Poster Session Three

Abstract

Exam preparation in introductory science courses is self-regulated. Practice testing has been shown to produce better learning then other strategies. However, many students do not use practice tests effectively when studying. This mixed-methods study examines two experiments aimed at improving examining student predictions about learning and studying. We found that scores on a mock exam impact students’ intentions for studying but not study habits. We also found that many underperforming students initially increase the use of ineffective study strategies rather than adopt a strategy change. Students who distribute studying throughout the semester and engage with course concepts more deeply demonstrate improvement and increased satisfaction. These results suggest that exam preparation interventions may need to include study strategy and metacognitive instruction.

Authors

• Jason W Morphew, Purdue University
  Presenting Author

• Devyn Shafer, University of Illinois at Urbana-Champaign
  Presenting Author

• Muxin Zhang, University of Illinois at Urbana-Champaign
  Non-Presenting Author

• Daniela Girotti-Hernandez, University of Illinois at Urbana-Champaign
  Non-Presenting Author

• Tim Stelzer, University of Illinois at Urbana-Champaign
  Non-Presenting Author