The purpose of the experiment reported here was to investigate whether mind mapping adds any value as a studying technique to that of testing. We compared the effects of mind mapping on acquisition on graders (N = 68) in a secondary school in two separate consecutive periods of learning called series. In series 1, half the students used mind…

Prior short-term studies have shown the effectiveness of worked examples and self-explanation prompts in improving elementary students' mathematics knowledge. However, year-long classroom-based interventions have been tested only with older students. The purpose of the current study was to explore the effectiveness of a year-long classroom…

Studying with digital media, learners often struggle because of inadequate self-regulation. Previous research presented clear evidence of metacognitive prompts being effective in supporting learning with digital media. This study examines the potential of motivational regulation prompts, which are assumed to additionally support self-regulated…

This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve…

Despite the general effectiveness of multimedia instruction, students do not always benefit from it. This study examined whether students' learning from multimedia can be improved by teaching them relevant learning strategies. On the basis of current theories and research on multimedia learning, the authors developed a strategy training for…

Two experiments involving 226 college students were conducted to determine the relative effectiveness of increasing students' incentive motivation for studying and prescribing a text-processing strategy for them to use in studying. Findings suggest that the use of students' acquired learning strategies depends on their motivational levels. (SLD)

Thirty-seven elementary and secondary school teachers were surveyed about their knowledge of task-specific study strategies, and 10 were interviewed to validate and extend the survey data. Teachers seldom reported providing students with metacognitive components of strategy instruction. Implications for teacher instruction in study strategies are…