Students’ Long-Term Use of Different Learning Strategies: Examining Stability vs. Variability (Poster 35)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Learning Processes: Reasoning, Memory, and Executive Functioning

Abstract

We examined the stability and variability in students’ use of four learning strategies—rehearsal, elaboration, organization, and metacognition—across middle to high school. Our results indicated that students’ use of strategies during adolescence is largely state-like, with approximately 58% to 70% of the variance attributed to time-specific state components. Rehearsal exhibited the greatest variability. Furthermore, the patterns of stability and variability in learning strategy use during adolescence varied significantly by students' gender, achievement level, mindset, and achievement goals. Students with a strong fixed mindset and high performance goals exhibited less stability in using effective strategies. These findings suggest that interventions targeting adaptive learning strategies, together with addressing maladaptive motivations, could be particularly promising during adolescence in shaping effective learning habits.

Authors

• Dajung Diane Shin, Kyungnam University

• Sungwha Kim, Korea University - Brain and Motivation Research Institute

• Benjamin Nagengast, University of Tübingen

• Mimi Bong, Korea University