Effective cognitive learning strategies are beneficial for learning and long-term retention. However, higher education students often rely on surface-level strategies like reading and underlining. Interventions to support effective cognitive strategy use have addressed knowledge, beliefs, planning, and commitment. This latter aspect and its…

The need to identify methods to support self-regulated learning has raised the interest of researchers in recent years. Cognitive prompts are considered very promising instructional tools for developing self-regulatory abilities. The present study aims to investigate the usefulness of several types of cognitive prompts in activating learning…

Introduction: There is evidence of the relationship between the academic achievement of university students and the learning styles and strategies they use. However, there are inconsistencies between the results of the different studies on the topic, making it difficult to identifying a profile that would allow the prediction of high academic…

Students tend to avoid effective but effortful study strategies. One potential explanation could be that high-effort experiences may not give students an immediate feeling of learning, which may affect their perceptions of the strategy's effectiveness and their willingness to use it. In two experiments, we investigated the role of mental effort in…

The relationship between digital games and the mobilization of cognitive and metacognitive learning strategies deserves attention and needs research that contributes to the understanding of how these strategies can favor the teaching and learning processes. This study describes how university students over 18 years of age mobilize cognitive and…

Background: Online collaborative learning has been widely adopted in the field of education. However, learners often find it difficult to engage in collaboratively building knowledge and jointly regulating online collaborative learning. Objectives: The study compared the impacts of the three learning approaches on collaborative knowledge building,…

In learning journals, prompts were shown to increase self-regulated learning processes effectively. As studies on effects of long-term prompting are sparse, this study investigates the effects of prompting cognitive and metacognitive self-regulation strategies short-term and long-term in learning journals on learners' strategy use, self-efficacy,…

The imagination effect occurs when learners who imagine a procedure perform better on a subsequent test than learners who study it. The present study explored whether this effect is restricted to short-term learning or whether it also applies when learning is tested after a delay. Forty novices and forty experts learned about a basketball game…

Purpose: This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance. Design/methodology/approach: Three hundred and eighty-six university students recruited via opportunistic…

Teacher education's primary goal is to train prospective teachers, which differs from study programmes, such as philosophy or mathematics, that do not cater to defined professions. This traditional understanding of the teaching profession becomes apparent when students ask: 'How is this content, topic, method, task, or question relevant to school…

A review of research on the relationship between academic engagement and burnout reveals three research gaps as most of the research was conducted: i) without analysing all its multiple dimensions; ii) from a variable-centred perspective; and iii) in educational contexts other than higher education. We seek to address these gaps and thus enhance…

Language Learning Strategies (LLSs) assist learners to develop cognitive or behavioral competences to make the language learning process more self-directed and effective. In the current educational contexts, think-aloud methods are used to provide insights into the cognitive processes of individuals as they engage in enhancement of skills and…

College students do not study in isolated environments; rather, they encounter obstacles as they complete academic tasks. Using a qualitative approach, the present study explored the distractions and underlying causes students face as well as the strategies they use to control these distractions. Our findings suggested that students' distractions,…

Several investigations have focused on the relationship between personality and learning performance. However, the relationships among personality traits, motivation, emotional and behavioral engagement, and metacognitive-cognitive strategies remain unexplored. This research introduces a model based on a personality system set comprising…

How important are learning strategies or personal attributes for learning outside of domain-specific knowledge or twenty-first-century transversal skills when predicting academic success in higher education? To address this question, we conducted a longitudinal study among 1,681 students at one of the leading universities in Hungary. Students took…