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Direct linkEzgi Melisa Yüksel; C. Shawn Green; Haley A. Vlach – Metacognition and Learning, 2024
When students are left to choose their own approaches to studying, they frequently engage in ineffective learning strategies, such as rereading textbooks or cramming. Given this natural tendency amongst students, there has been significant interest in how to increase the use of more effective methods of studying. Efforts to-date have typically…
Descriptors: Teaching Methods, Metacognition, Intervention, Outcomes of Education
Gyllen, Justin G.; Stahovich, Thomas F.; Mayer, Richard E.; Darvishzadeh, Amirali; Entezari, Negin – Metacognition and Learning, 2019
The present work examines the accuracy of self-reports of study time for college students. In a 10-week Mechanical Engineering course, 99 college students accessed their textbook, homework solutions, graded work, and lecture slides via custom software that recorded objective measures of reading time. In addition, the students provided subjective…
Descriptors: College Students, Engineering Education, Study Habits, Reading Habits
Wolters, Christopher A.; Won, Sungjun; Hussain, Maryam – Metacognition and Learning, 2017
The primary goal of this study was to investigate whether college students' academic time management could be used to understand their engagement in traditional and active forms of procrastination within a model of self-regulated learning. College students (N = 446) completed a self-report survey that assessed motivational and strategic aspects of…
Descriptors: Time Management, Metacognition, Predictor Variables, College Students
Couchman, Justin J.; Miller, Noelle E.; Zmuda, Shaun J.; Feather, Kathryn; Schwartzmeyer, Tina – Metacognition and Learning, 2016
Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real…
Descriptors: Higher Education, College Students, Tests, Metacognition
Wolters, Christopher A.; Hussain, Maryam – Metacognition and Learning, 2015
We investigated grit and its relations with students' self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn "Journal of Personality Assessment, 91(2)," 166-174, 2009), seven indicators of…
Descriptors: Self Management, Academic Persistence, College Students, Academic Achievement
Son, Lisa K.; Kornell, Nate – Metacognition and Learning, 2009
Learners of all ages face complex decisions about how to study effectively. Here we investigated three such decisions made in concert--time allocation, ordering, and spacing. First, college students were presented with, and made judgments of learning about, 16 word-synonym pairs. Then, when presented with all 16 pairs, they created their own study…
Descriptors: Time Management, Decision Making, Study Habits, College Students
