Metacognitive study strategies in a college course and their relation to exam performance
- PDF / 486,082 Bytes
- 18 Pages / 595.276 x 790.866 pts Page_size
- 100 Downloads / 155 Views
Metacognitive study strategies in a college course and their relation to exam performance Cristina D. Zepeda 1
&
Timothy J. Nokes-Malach 2
Accepted: 30 September 2020 # The Psychonomic Society, Inc. 2020
Abstract Several strands of prior work have evaluated students’ study strategies and learning activities. In this work, we focus on integrating two of those strands. One has focused on student self-reports of their study practices from a cognitive psychology perspective. The other has focused on classifying student learning activities from a learning sciences perspective using the Interactive, Constructive, Active, and Passive (ICAP) framework (Chi & Wylie, 2014). The current study aims to integrate these two strands of research by testing the implications of the ICAP framework with students’ self-reports in a classroom context. Another goal was to address the measurement limitations of the metacognitive study strategy literature by using assessmentspecific self-reports with both closed and open-ended questions. Across three noncumulative exams, 342 undergraduates selfreported their study practices before each exam. We then categorized their strategies as either active or constructive in alignment with the ICAP framework. Next, we examined whether these strategies were related to each other and then tested the hypothesis that constructive strategies would be positively associated with better exam performance than active strategies. Students reported using a variety of study practices in which a few active strategies were related to constructive strategies, but constructive strategies were more likely to be related to each other. Lastly, supporting the ICAP framework, many of the constructive strategies were positively related to exam performance, whereas the active strategies were not. This work provides insight into the measurement of students’ study strategies and their relations to each other and learning outcomes. Keywords Learning . Normative practices . Performance . Study strategies . Time management
Students can use a variety of study and time-management strategies while learning or preparing for an assessment. To understand the types of strategies students use, two separate strands of prior work in cognitive psychology and the learning sciences have used different methodologies. One has examined self-reported study activities from a cognitive psychology perspective and has provided a rich understanding of how students perceive their strategy use and the effectiveness of those strategies, revealing students’ metacognitive study strategies (Hartwig & Dunlosky, 2012; Karpicke, Butler, & Supplementary Information The online version contains supplementary material available at https://doi.org/10.3758/s13421-02001106-5. * Cristina D. Zepeda [email protected] 1
Department of Education, Washington University in St. Louis, One Brookings Drive, Campus Box 1183, St. Louis, MO 63130, USA
2
Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA
Roediger, 2009; Kornell & Bjork,
Data Loading...
