Understanding the Underlying Processes for College Students' Changes Following Metacognition and Time Management Workshops

• In Event: Determinants and Influences of Psychosocial Factors in College Success

Abstract

Researchers and higher education practitioners have used study strategy interventions, such as workshops, as a method to intervene in and buffer against the challenges college students have faced for decades. Prior research has supported the value of such interventions to student success; however, the elements and processes for change that underlie effective interventions are not clear. We utilized a qualitative methodology to identify nuance and subjective details related to students’ experiences with a workshop intervention focused on metacognition and time management in an undergraduate biology course. Findings point to three themes related to the workshops that had an impact on students’ study strategies: receptivity to workshop content, desire and ability to change, and conditions for change.
 

Authors

• Anna C. Brady, Georgia Southern University

• Lauren C. Hensley, The Ohio State University

• David Sovic

• Amy Kulesza, The Ohio State University - Columbus

• Christopher A. Wolters, The Ohio State University

• Caroline Breitenberger