The Effects of Strategy Support on Retrieval Practice Use During Self-Study in Higher Education

• In Event: Attention and Strategy Use in Context

Abstract

The present study investigated what type of strategy support can aid students in the self-regulated use of retrieval practice during self-study. We compared two types of strategy support embedded in a reputation management course at a university of applied sciences. Students (N = 96) were randomly assigned to either an RP-condition, who received strategy instructions on retrieval practice, an RP++ condition, who received the same strategy instructions and additional metacognitive email support, or a control condition, who received mock instructions. Results showed that the RP++ condition used retrieval practice significantly more than the control condition. No significant differences in retrieval practice use were found between the other conditions and no differences between conditions were found on delayed test performance.

Authors

• Marloes Broeren, Avans University of Applied Sciences

• Peter Verkoeijen, Erasmus University Rotterdam

• Anita Heijltjes, Avans University of Applied Sciences

• Lidia Arends, Erasmus University Rotterdam