The what, how much, and when of study strategies: comparing intended versus actual study behaviour.
Abstract
The study behaviours of students can be assessed from several perspectives, such as what study strategies are used, the total number of hours of study, and the distribution of studying over time. Here, we present the results of a survey study that considered each of these perspectives by asking students to report the what, how much, and when of their study behaviours over the course of a semester. As important, to better understand students' use of study strategies, we also had students report at the beginning of the semester how they intended to study and their beliefs about the effectiveness of a variety of common strategies. Our results indicate that during the semester, students rely on relatively ineffective strategies and mass their studying the day or two before an exam. However, students intended to begin studying earlier and to use a mix of effective and ineffective study habits. Despite their use of some ineffective strategies, they did have a relatively accurate assessment of which strategies were less versus more effective. Taken together, our results suggest that students have some excellent intentions but may falter because massing study the evening before an exam limits their use of more effective study strategies.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Teachers' knowledge of effective study strategies is lacking.
“Teachers’ knowledge of effective study strategies is also lacking (Morehead et al., 2016; Blasiman et al., 2017).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Blasiman et al., 2017
College students do not appreciate that retrieval practice helps learning.
“But if you ask college students, who are fairly sophisticated learners, how to best learn new information, their answers suggest that they do not appreciate this fact (Blasiman et al. 2017, Karpicke et al. 2009, Kornell & Bjork 2007, McCabe 2011).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Blasiman et al. 2017
Cites
Telling more than we can know: Verbal reports on mental processes.
Nisbett, R. E., & Wilson, T. D. (1977) · Psychological Review · doi:10.1037/0033-295x.84.3.231 · Cited by 11,317 · cited 1× · see citing works
“If so, they would have to make their best guesses about how they had studied (e.g., Nisbett & Wilson, 1977).”
BackgroundDunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138 · see citing works
Self-citationStudy Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance
Credé, M., & Kuncel, N. R. (2008) · Perspectives on Psychological Science · doi:10.1111/j.1745-6924.2008.00089.x · Cited by 780 · see citing works
Karpicke, J. D., Butler, A. C., & Roediger III, H. L. (2009) · Memory · doi:10.1080/09658210802647009 · Cited by 745 · see citing works
The promise and perils of self-regulated study
Kornell, N., & Bjork, R. A. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194055 · Cited by 527 · see citing works
Study strategies of college students: Are self-testing and scheduling related to achievement?
Hartwig, M. K., & Dunlosky, J. (2012) · Psychonomic Bulletin & Review · doi:10.3758/s13423-011-0181-y · Cited by 477 · cited 6× · see citing works
“As expected, none of these correlations were different from zero, so we do not discuss them further here (see Gurung, 2005; Hartwig & Dunlosky, 2012, for studies using designs aimed at assessing this relationship within a class that have shown a positive relationship between the reported use of…”
BackgroundMethodResultInfluentialSelf-citationIllusions of Competence in Monitoring One's Knowledge During Study.
Koriat, A., & Bjork, R. A. (2005) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.31.2.187 · Cited by 362 · cited 1× · see citing works
“Part of the reason that rereading is so often maligned is that it induces a false sense of learning, sometimes referred to as an illusion of competence (Koriat & Bjork, 2005).”
BackgroundMetacognitive awareness of learning strategies in undergraduates
McCabe, J. (2011) · Memory & Cognition · doi:10.3758/s13421-010-0035-2 · Cited by 308 · see citing works
Context moderates students' self-reports about how they study.
Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.3.477 · Cited by 246 · see citing works
What limits the encoding effect of note-taking? A meta-analytic examination
Kobayashi, K. (2005) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2004.10.001 · Cited by 232 · cited 6× · see citing works
“Moreover, along with the fact that students report rereading their notes more than any other strategy, students’ use of notes during study puts a premium on quality notetaking – another skill that students are not particularly adept at (e.g., Kobayashi, 2005).”
BackgroundResultInfluentialInstructor and student knowledge of study strategies.
Morehead, K., Rhodes, M. G., & DeLozier, S. (2016) · Memory · doi:10.1080/09658211.2014.1001992 · Cited by 230 · see citing works
How and when do students use flashcards?
Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2012) · Memory · doi:10.1080/09658211.2012.687052 · Cited by 169 · see citing works
Self-citationMending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures.
Koriat, A., & Bjork, R. A. (2006) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/0278-7393.32.5.1133 · Cited by 145 · see citing works
Focusing on How Students Study
Gurung, R. A. R., Weidert, J. M., & Jeske, A. (2010) · Indiana Magazine of History (Indiana University) · Cited by 97 · see citing works
From the lab to the dorm room: metacognitive awareness and use of spaced study
Susser, J. A., & McCabe, J. A. (2012) · Instructional Science · doi:10.1007/s11251-012-9231-8 · Cited by 88 · see citing works
Measuring study time distributions: Implications for designing computer-based courses
Taraban, R., Maki, W. S., & Rynearson, K. (1999) · Behavior Research Methods, Instruments, & Computers · doi:10.3758/bf03207718 · Cited by 79 · see citing works
How Do Students Really Study (and Does It Matter)
Gurung, R. A. R. (2005) · Teaching of Psychology · Cited by 75 · see citing works
Examining students' retrospective memories of strategy development.
Wood, E., Motz, M., & Willoughby, T. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.4.698 · Cited by 64 · see citing works
Comparing the relationship of learning techniques and exam score.
Bartoszewski, B. L., & Gurung, R. A. R. (2015) · Scholarship of Teaching and Learning in Psychology · doi:10.1037/stl0000036 · Cited by 62 · see citing works
How do students implement collaborative testing in real-world contexts?
Wissman, K. T., & Rawson, K. A. (2015) · Memory · doi:10.1080/09658211.2014.999792 · Cited by 24 · see citing works
Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
Self-regulated learning support in flipped learning videos enhances learning outcomes
van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.104000 · Cited by 268 · see citing works
The cognitive challenges of effective teaching
Chew, S. L., & Cerbin, W. J. (2020) · The Journal of Economic Education · doi:10.1080/00220485.2020.1845266 · Cited by 257 · see citing works
Fostering effective learning strategies in higher education—A mixed-methods study.
Biwer, F., Egbrink, M. G. A. O., Aalten, P., & de Bruin, A. B. H. (2020) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2020.03.004 · Cited by 238 · see citing works
The science of effective learning with spacing and retrieval practice
Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022) · Nature Reviews Psychology · doi:10.1038/s44159-022-00089-1 · Cited by 184 · see citing works
How Study Environments Foster Academic Procrastination: Overview and Recommendations
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.540910 · Cited by 159 · see citing works
Making Sense of Generative Learning
Fiorella, L. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09769-7 · Cited by 135 · see citing works
Practicing Retrieval Facilitates Learning
McDermott, K. B. (2021) · Annual review of psychology · doi:10.1146/annurev-psych-010419-051019 · Cited by 113 · see citing works
Geller, J., Toftness, A. R., Armstrong, P. I., Carpenter, S. K., Manz, C. L., Coffman, C. R., & Lamm, M. H. (2017) · Memory · doi:10.1080/09658211.2017.1397175 · Cited by 115 · see citing works
Morehead, K., Dunlosky, J. T., & Rawson, K. A. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09468-2 · Cited by 109 · see citing works
Self-citationRivers, M. L. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09578-2 · Cited by 104 · see citing works
The Science of Habit and Its Implications for Student Learning and Well-being
Fiorella, L. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09525-1 · Cited by 102 · see citing works
Uzir, N. A., Gašević, D., Jovanović, J., Matcha, W., Lim, L.-A., & Fudge, A. L. (2020) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3375462.3375493 · Cited by 76 · see citing works
The impact of digital distraction on lecture note taking and student learning
Flanigan, A. E., & Titsworth, S. (2020) · Instructional Science · doi:10.1007/s11251-020-09517-2 · Cited by 72 · see citing works
To What Extent Do Study Habits Relate to Performance?
Walck-Shannon, E. M., Rowell, S. F., & Frey, R. F. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-05-0091 · Cited by 89 · see citing works
Students Can (Mostly) Recognize Effective Learning, So Why Do They Not Do It?
Rea, S. D., Wang, L., Muenks, K. M., & Yan, V. X. (2022) · Journal of Intelligence · doi:10.3390/jintelligence10040127 · Cited by 83 · see citing works
Learning from errors: Students' and instructors' practices, attitudes, and beliefs
Pan, S. C., Sana, F., Samani, J., Cooke, J., & Kim, J. A. (2020) · Memory · doi:10.1080/09658211.2020.1815790 · Cited by 65 · see citing works
Do secondary school students make use of effective study strategies when they study on their own?
Dirkx, K., Camp, G., Kester, L., & Kirschner, P. A. (2019) · Applied Cognitive Psychology · doi:10.1002/acp.3584 · Cited by 66 · see citing works
Rivers, M. L., Dunlosky, J. T., & Persky, A. M. (2020) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe7730 · Cited by 69 · see citing works
Self-citationMotivational strategies to engage learners in desirable difficulties.
Zepeda, C. D., Martin, R. S., & Butler, A. C. (2020) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2020.08.007 · Cited by 58 · see citing works
Bosch, E., Seifried, E., & Spinath, B. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102056 · Cited by 57 · see citing works
Rovers, S. F. E., Stalmeijer, R. E., van Merriënboer, J. J. G., Savelberg, H. H. C. M., & de Bruin, A. B. H. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02501 · Cited by 54 · see citing works
Self-reported use of retrieval practice varies across age and domain
Tullis, J. G., & Maddox, G. B. (2020) · Metacognition and Learning · doi:10.1007/s11409-020-09223-x · Cited by 46 · see citing works
Morphew, J., da Silva, M. R., Herman, G. L., & West, M. (2019) · Applied Cognitive Psychology · doi:10.1002/acp.3605 · Cited by 43 · see citing works
Systematic review of distributed practice and retrieval practice in health professions education
Trumble, E., Lodge, J. M., Mandrusiak, A., & Forbes, R. (2023) · Advances in Health Sciences Education · doi:10.1007/s10459-023-10274-3 · Cited by 40 · see citing works
What learning strategies do academic support centers recommend to undergraduates?
McCabe, J. A. (2018) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2017.10.002 · Cited by 37 · see citing works
Onan, E., Wiradhany, W., Biwer, F., Janssen, E. M., & de Bruin, A. B. H. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09692-3 · Cited by 35 · see citing works
The effect of notetaking method on academic performance: A systematic review and meta-analysis
Voyer, D., Ronis, S. T., & Byers, N. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.102025 · Cited by 38 · see citing works
David, L., Biwer, F., Crutzen, R., & de Bruin, A. B. H. (2024) · Higher Education · doi:10.1007/s10734-024-01199-w · Cited by 31 · see citing works
Self-regulated spacing in a massive open online course is related to better learning
Carvalho, P. F., Sana, F., & Yan, V. X. (2020) · npj Science of Learning · doi:10.1038/s41539-020-0061-1 · Cited by 26 · see citing works
Biwer, F., de Bruin, A. B. H., Schreurs, S., & Egbrink, M. G. A. O. (2020) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2020.07.006 · Cited by 31 · see citing works
Naujoks-Schober, N., Harder, B., & Händel, M. (2022) · Metacognition and Learning · doi:10.1007/s11409-022-09295-x · Cited by 31 · see citing works
Breitwieser, J., Nobbe, L., Biedermann, D., & Brod, G. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104879 · Cited by 36 · see citing works
Do students really prefer repeated rereading over testing when studying textbooks? A reexamination
Kuhbandner, C., & Emmerdinger, K. J. (2019) · Memory · doi:10.1080/09658211.2019.1610177 · Cited by 33 · see citing works
A critical analysis of the research evidence behind CAST’s universal design for learning guidelines
Boysen, G. A. (2024) · Policy Futures in Education · doi:10.1177/14782103241255428 · Cited by 45 · see citing works
Predicting University Students’ Exam Performance Using a Model-Based Adaptive Fact-Learning System
Sense, F., van der Velde, M., & van Rijn, H. (2021) · Journal of Learning Analytics · doi:10.18608/jla.2021.6590 · Cited by 34 · see citing works
Correcting Neuromyths: A Comparison of Different Types of Refutations
Lithander, M. P. G., Geraci, L. D., Karaca, M., & Rydberg, J. (2021) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2021.03.006 · Cited by 29 · see citing works
Morphew, J., Gladding, G. E., & Mestre, J. P. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.010104 · Cited by 32 · see citing works
Surma, T., Vanhoyweghen, K., Camp, G., & Kirschner, P. A. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.05.007 · Cited by 33 · see citing works
Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021) · Cognitive Science · doi:10.1111/cogs.13047 · Cited by 26 · see citing works
Zamary, A., & Rawson, K. A. (2016) · Educational Psychology Review · doi:10.1007/s10648-016-9396-9 · Cited by 24 · see citing works
Self-citationAssessing students' use of optional online lecture reviews
Corral, D., Carpenter, S. K., Perkins, K., & Gentile, D. A. (2020) · Applied Cognitive Psychology · doi:10.1002/acp.3618 · Cited by 26 · see citing works
Carpenter, S. K. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09811-8 · Cited by 31 · see citing works
Ace Your Self-Study: A Mobile Application to Support Self-Regulated Learning
Baars, M., Zafar, F., Hrehovcsik, M. M., de Jongh, E., & PAAS, F. G. W. C. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.793042 · Cited by 25 · see citing works
Janes, J. L., Dunlosky, J. T., & Rawson, K. A. (2018) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2017.11.003 · Cited by 22 · see citing works
Self-citationMorphew, J., Mestre, J. P., Kang, H., Chang, H., & Fabry, G. (2018) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.14.020110 · Cited by 22 · see citing works
Osterhage, J. L. (2021) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00139-21 · Cited by 21 · see citing works
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis
Flanigan, A. E., Wheeler, J., Colliot, T., Lu, J., & Kiewra, K. A. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09914-w · Cited by 22 · see citing works
Novice teachers’ knowledge of effective study strategies
Surma, T., Camp, G., de Groot, R. D., & Kirschner, P. (2019) · Frontiers in Education · doi:10.3389/feduc.2022.996039 · Cited by 19 · see citing works
Janssen, E. M., van Gog, T., van de Groep, L., de Lange, A. J., Knopper, R. L., Onan, E., Wiradhany, W., & de Bruin, A. B. H. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09797-3 · Cited by 22 · see citing works
Doolittle, P. E., & Byrnes, M. K. (2023) · Wiley eBooks · doi:10.1002/9781119852865.ch3 · Cited by 19 · see citing works
Capelle, J. D., Senker, K., Fries, S., & Grund, A. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1224533 · Cited by 20 · see citing works
College student normative misperceptions of peer study habit use
Anthenien, A. M., Delozier, S., Neighbors, C., & Rhodes, M. G. (2017) · Social Psychology of Education · doi:10.1007/s11218-017-9412-z · Cited by 18 · see citing works
Rovers, S. F. E., Stalmeijer, R. E., van Merriënboer, J. J. G., Savelberg, H. H. C. M., & de Bruin, A. B. H. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00261 · Cited by 18 · see citing works
Investigating and explaining the effects of successive relearning on long-term retention.
Rawson, K. A., Vaughn, K. E., Walsh, M., & Dunlosky, J. (2018) · Journal of Experimental Psychology: Applied · doi:10.1037/xap0000146 · Cited by 36 · see citing works
Self-citationWang, L., Muenks, K. M., & Yan, V. X. (2023) · Journal of Educational Psychology · doi:10.1037/edu0000813 · Cited by 20 · see citing works
Zuliana, E., Oktavianti, I., Ratnasari, Y., & Bintoro, H. S. (2020) · Universal Journal of Educational Research · doi:10.13189/ujer.2020.080326 · Cited by 16 · see citing works
Inclusive Instructional Practices: Course Design, Implementation, and Discourse
Salehi, S., Ballen, C. J., Trujillo, G., & Wieman, C. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.602639 · Cited by 16 · see citing works
Do students space their course study? Those who do earn higher grades.
Hartwig, M. K., & Malain, E. D. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101538 · Cited by 19 · see citing works
Adaptive Practice Quizzing in a University Lecture: A Pre-Registered Field Experiment
Heitmann, S., Obergassel, N., Fries, S., Grund, A., Berthold, K., & Roelle, J. (2021) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2021.07.008 · Cited by 16 · see citing works
Fergus, S. (2022) · Journal of University Teaching and Learning Practice · doi:10.53761/1.19.2.8 · Cited by 18 · see citing works
Mobile Learning to Support Self-Regulated Learning
Baars, M., & Viberg, O. (2022) · International Journal of Mobile and Blended Learning · doi:10.4018/ijmbl.315628 · Cited by 20 · see citing works
Muteti, C. Z., Jacob, B. I., & Mutambuki, J. M. (2023) · Chemistry Education Research and Practice · doi:10.1039/d3rp00103b · Cited by 15 · see citing works
Are Provided Examples or Faded Examples More Effective for Declarative Concept Learning?
Zamary, A., & Rawson, K. A. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9433-y · Cited by 16 · see citing works
Self-citationHolm, A. K. J., Hausman, H., & Rhodes, M. G. (2020) · Journal of American College Health · doi:10.1080/07448481.2020.1785472 · Cited by 16 · see citing works
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study
van Brussel, S., Timmermans, M., Verkoeijen, P. P. J. L., & PAAS, F. G. W. C. (2021) · Instructional Science · doi:10.1007/s11251-021-09547-4 · Cited by 16 · see citing works
Self-reported Learning and Study Strategies in First and Second Year Medical Students
Roffler, M., & Sheehy, R. M. (2022) · Medical Science Educator · doi:10.1007/s40670-022-01533-w · Cited by 14 · see citing works
Insights into Study Strategies and Habits: A Study with Undergraduate Students in Spain and the U.K.
Fergus, S., Heelan, A., Ibrahim, S., Oyman, H., Díaz-de-Mera, Y., & Notario, A. (2021) · Journal of Chemical Education · doi:10.1021/acs.jchemed.1c00126 · Cited by 14 · see citing works
Weißgerber, S. C., & Rummer, R. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101679 · Cited by 14 · see citing works
Capelle, J. D., Grunschel, C., Bachmann, O., Knappe, M., & Fries, S. (2021) · Motivation and Emotion · doi:10.1007/s11031-021-09912-3 · Cited by 14 · see citing works
Challenges of Shaping Student Study Strategies for Success
Maurer, T. W., & Shipp, C. (2021) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.20343/teachlearninqu.9.1.16 · Cited by 14 · see citing works
The Use of Retrieval Practice in the Health Professions: A State-of-the-Art Review
Serra, M. J., Kaminske, A. N., Nebel, C. L., & Coppola, K. M. (2025) · Behavioral Sciences · doi:10.3390/bs15070974 · Cited by 16 · see citing works
Integrating effective learning strategies in basic physics lectures: A thematic analysis
Gjerde, V., Holst, B., & Kolstø, S. D. (2021) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.17.010124 · Cited by 13 · see citing works
Sebesta, A. J., & Speth, E. B. (2023) · PLoS ONE · doi:10.1371/journal.pone.0287313 · Cited by 14 · see citing works
Knouse, L. E., Rawson, K. A., & Dunlosky, J. T. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101330 · Cited by 13 · see citing works
Self-citationZhou, J. T., & Wang, X. (2020) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-020-00541-x · Cited by 13 · see citing works
Herut, A. H., & Gorfu, Y. A. (2024) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2024.100854 · Cited by 11 · see citing works
Why and how do undergraduates study in groups?
McCabe, J. A., & Lummis, S. N. (2018) · Scholarship of Teaching and Learning in Psychology · doi:10.1037/stl0000099 · Cited by 11 · see citing works
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?
Badali, S., Rawson, K. A., & Dunlosky, J. T. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09665-6 · Cited by 11 · see citing works
Self-citationDriessen, E. P., Beatty, A. E., & Ballen, C. J. (2022) · PLoS ONE · doi:10.1371/journal.pone.0273185 · Cited by 11 · see citing works
Immediate Learning Benefits of Retrieval Tasks
Endres, T., Kubik, V., Koslowski, K., Hahne, F., & Renkl, A. (2023) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000280 · Cited by 11 · see citing works
Predicting Learning: Comparing Study Techniques, Perseverance, and Metacognitive Skill
Gurung, R. A. R., Mai, T., Nelson, M., & Pruitt, S. (2020) · Teaching of Psychology · doi:10.1177/0098628320972332 · Cited by 11 · see citing works
The Covid-19 shutdown: when studying turns digital, students want more structure
Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021) · Physics Education · doi:10.1088/1361-6552/ac031e · Cited by 11 · see citing works
McCabe, J. A., Friedman‐Wheeler, D. G., Davis, S. R., & Pearce, J. (2020) · Teaching of Psychology · doi:10.1177/0098628320979865 · Cited by 13 · see citing works
Izadpanah, S., & Rezaei, Y. M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.997903 · Cited by 10 · see citing works
Broeren, M., Verkoeijen, P. P. J. L., Arends, L. R., & Smeets, G. (2024) · Applied Cognitive Psychology · doi:10.1002/acp.4220 · Cited by 10 · see citing works
Li, J., Zhang, E.-H., He, X., Zhang, H., Gou, H., Wang, X., Wang, S., & Cao, H.-W. (2022) · Lingua · doi:10.1016/j.lingua.2022.103294 · Cited by 10 · see citing works
Computer versus longhand note taking: Influence of revision
Flanigan, A. E., Kiewra, K. A., Lu, J., & Dzhuraev, D. (2022) · Instructional Science · doi:10.1007/s11251-022-09605-5 · Cited by 10 · see citing works
Zhang, M., Morphew, J., & Stelzer, T. J. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.010130 · Cited by 11 · see citing works
Successive relearning improves performance on a high‐stakes exam in a difficult biopsychology course
Janes, J. L., Dunlosky, J. T., Rawson, K. A., & Jasnow, A. M. (2020) · Applied Cognitive Psychology · doi:10.1002/acp.3699 · Cited by 10 · see citing works
Self-citationTrue-False Testing on Trial: Guilty as Charged or Falsely Accused?
Brabec, J. A., Pan, S. C., Bjork, E., & Bjork, R. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09546-w · Cited by 9 · see citing works
Indirekte Effekte von Abrufübungen – Intuitiv und doch häufig unterschätzt
Endres, T., & Renkl, A. (2021) · Unterrichtswissenschaft · doi:10.1007/s42010-021-00140-9 · Cited by 9 · see citing works
Ewell, S. N., Cotner, S. H., Drake, A. G., Fagbodun, S., Google, A. N., Robinson, L., Soneral, P. A. G., & Ballen, C. J. (2022) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00260-21 · Cited by 9 · see citing works
Nyland, R. L., & Sawarynski, K. E. (2017) · MedEdPORTAL · doi:10.15766/mep_2374-8265.10610 · Cited by 8 · see citing works
Student Responses to Spaced Practice in Two Large Gateway Chemistry Courses
Carpenter, T., & Hodges, L. C. (2024) · Journal of Chemical Education · doi:10.1021/acs.jchemed.3c00773 · Cited by 10 · see citing works
Wei, Y., Soderstrom, N. C., Meade, M. L., & Scott, B. G. (2024) · Behavioral Sciences · doi:10.3390/bs14111104 · Cited by 9 · see citing works
Chou, M. (2024) · Psychology in the Schools · doi:10.1002/pits.23353 · Cited by 8 · see citing works
An Investigation of Direct and Indirect Learning Strategies in Learning Foreign Languages
Seng, H. Z., Mustafa, N. C., Halim, H. B. A., Rahmat, N. H., & Amali, N. A. K. (2023) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v13-i3/16492 · Cited by 10 · see citing works
Langbroek, S., Duchatelet, D., Brinke, D. J.-T., & Camp, G. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1340120 · Cited by 7 · see citing works
Amaefule, C. O., Britzwein, J., Yip, J. C., & Brod, G. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13031-0 · Cited by 10 · see citing works
Understanding and Addressing Student Procrastination in College.
Korstange, R., Craig, M., & Duncan, M. D. (2019) · The learning assistance review · Cited by 7 · see citing works
- Authors
- Blasiman, R. N., Dunlosky, J., & Rawson, K. A.
- Affiliations
- Kent State University (US)
- Corresponding author
- Blasiman, Rachael N.
- Venue
- Memory
- Publisher
- Informa UK Limited
- Published
- 2016-08-25
- Volume
- 25
- Issue
- 6
- Pages
- 784-792
- ISSN
- 0965-8211 (ISSN-L)
- 1464-0686
- OpenAlex
- W2512976318
- Cited by
- 227
- References
- 20
- Citations by year
- 2026: 17 · 2025: 29 · 2024: 34 · 2023: 34 · 2022: 32 · 2021: 22 · 2020: 38 · 2019: 8 · 2018: 9 · 2017: 3 · 2016: 1
- FWCI
- 4.45
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Memory (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- study habits, study time allocation, procrastination, massed practice, spaced practice, student self-regulation, student intention, academic performance
- MeSH terms
- Adolescent, Adult, Educational Measurement, Female, Humans, Male, Middle Aged, Practice, Psychological, Students, Intention, Young Adult
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
