Cited by 227Memory Processes and InfluencesEducational Outcomes and InfluencesInnovative Teaching and Learning Methods

The DOI matches its Crossref record; 20 of the 20 references it cites were found in a registry or an index.

The what, how much, and when of study strategies: comparing intended versus actual study behaviour.

Blasiman, Rachael N., Dunlosky, John, Rawson, Katherine A.·2017·Memory

DOI 10.1080/09658211.2016.1221974

Open this paper in CoChat — free account

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

Crossref · 10.1080/09658211.2016.1221974

Cites

20 of 20 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

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×
“If so, they would have to make their best guesses about how they had studied (e.g., Nisbett & Wilson, 1977).”
Background
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
Dunlosky, 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
Self-citation
Study 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
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
Karpicke, J. D., Butler, A. C., & Roediger III, H. L. (2009) · Memory · doi:10.1080/09658210802647009 · Cited by 745
The promise and perils of self-regulated study
Kornell, N., & Bjork, R. A. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194055 · Cited by 527
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×
“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-citation
Illusions 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×
“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).”
Background
Metacognitive awareness of learning strategies in undergraduates
McCabe, J. (2011) · Memory & Cognition · doi:10.3758/s13421-010-0035-2 · Cited by 308
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 254
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×
“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).”
BackgroundResultInfluential

Show all 20 references

Research works printed but not linked: 4

Gurung R. A., 2005, Education, 39, 323
Gurung R. A., 2010, Journal of the Scholarship of Teaching and Learning, 10, 28
10.1037//O022-0663.93.3.477 · DOI
10.1037/0022-0663.90.4 · DOI

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
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 292
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 260
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
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
Making Sense of Generative Learning
Fiorella, L. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09769-7 · Cited by 135
Practicing Retrieval Facilitates Learning
McDermott, K. B. (2021) · Annual review of psychology · doi:10.1146/annurev-psych-010419-051019 · Cited by 113
Study strategies and beliefs about learning as a function of academic achievement and achievement goals
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 119
How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)
Morehead, K., Dunlosky, J. T., & Rawson, K. A. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09468-2 · Cited by 109
Self-citation
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning
Rivers, M. L. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09578-2 · Cited by 114
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 131
Analytics of time management and learning strategies for effective online learning in blended environments
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
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
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
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 90
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
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
Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential Settings
Rivers, M. L., Dunlosky, J. T., & Persky, A. M. (2020) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe7730 · Cited by 77
Self-citation
Motivational 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
What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement
Bosch, E., Seifried, E., & Spinath, B. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102056 · Cited by 65
How and Why Do Students Use Learning Strategies? A Mixed Methods Study on Learning Strategies and Desirable Difficulties With Effective Strategy Users
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 67
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 49
Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering
Morphew, J., da Silva, M. R., Herman, G. L., & West, M. (2019) · Applied Cognitive Psychology · doi:10.1002/acp.3605 · Cited by 44
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 70
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
Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice
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
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 47
The challenge of change: understanding the role of habits in university students’ self-regulated learning
David, L., Biwer, F., Crutzen, R., & de Bruin, A. B. H. (2024) · Higher Education · doi:10.1007/s10734-024-01199-w · Cited by 31
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
Future steps in teaching desirably difficult learning strategies: Reflections from the study smart program.
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 39
Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy
Naujoks-Schober, N., Harder, B., & Händel, M. (2022) · Metacognition and Learning · doi:10.1007/s11409-022-09295-x · Cited by 38
Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine
Breitwieser, J., Nobbe, L., Biedermann, D., & Brod, G. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104879 · Cited by 36
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 36
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 52
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
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 35
Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos
Morphew, J., Gladding, G. E., & Mestre, J. P. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.010104 · Cited by 35
The coverage of distributed practice and retrieval practice in Flemish and Dutch teacher education textbooks
Surma, T., Vanhoyweghen, K., Camp, G., & Kirschner, P. A. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.05.007 · Cited by 39
A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence
Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021) · Cognitive Science · doi:10.1111/cogs.13047 · Cited by 26
Which Technique is most Effective for Learning Declarative Concepts—Provided Examples, Generated Examples, or Both?
Zamary, A., & Rawson, K. A. (2016) · Educational Psychology Review · doi:10.1007/s10648-016-9396-9 · Cited by 24
Self-citation
Assessing 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
Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions
Carpenter, S. K. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09811-8 · Cited by 34
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 28
How do students use self-testing across multiple study sessions when preparing for a high-stakes exam?
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 23
Self-citation
Using computer adaptive testing to assess physics proficiency and improve exam performance in an introductory physics course
Morphew, J., Mestre, J. P., Kang, H., Chang, H., & Fabry, G. (2018) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.14.020110 · Cited by 24
Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course
Osterhage, J. L. (2021) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00139-21 · Cited by 21
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
Novice teachers’ knowledge of effective study strategies
Surma, T., Camp, G., de Groot, R. H. M., & Kirschner, P. A. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.996039 · Cited by 27
The Role of Mental Effort in Students’ Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them
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 25
Cognition and Learning
Doolittle, P. E., & Byrnes, M. K. (2023) · Wiley eBooks · doi:10.1002/9781119852865.ch3 · Cited by 20
Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach
Capelle, J. D., Senker, K., Fries, S., & Grund, A. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1224533 · Cited by 22
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 20
Corrigendum: How and Why Do Students Use Learning Strategies? A Mixed Methods Study on Learning Strategies and Desirable Difficulties With Effective Strategy Users
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
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
Self-citation
Interventions to promote retrieval practice: Strategy knowledge predicts intent, but perceived cost predicts usage.
Wang, L., Muenks, K. M., & Yan, V. X. (2023) · Journal of Educational Psychology · doi:10.1037/edu0000813 · Cited by 20
Design and Application of Marionette Tangram: An Educational Teaching Media for Mathematics and Social Science Learning Process in Elementary Schools
Zuliana, E., Oktavianti, I., Ratnasari, Y., & Bintoro, H. S. (2020) · Universal Journal of Educational Research · doi:10.13189/ujer.2020.080326 · Cited by 16
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 18
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
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
Are undergraduate students studying smart? Insights into study strategies and habits across a programme of study
Fergus, S. (2022) · Journal of University Teaching and Learning Practice · doi:10.53761/1.19.2.8 · Cited by 18
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
Metacognition instruction enhances equity in effective study strategies across demographic groups in the general chemistry I course
Muteti, C. Z., Jacob, B. I., & Mutambuki, J. M. (2023) · Chemistry Education Research and Practice · doi:10.1039/d3rp00103b · Cited by 17
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
Self-citation
Study strategies and “study drugs”: investigating the relationship between college students’ study behaviors and prescription stimulant misuse
Holm, A. K. J., Hausman, H., & Rhodes, M. G. (2020) · Journal of American College Health · doi:10.1080/07448481.2020.1785472 · Cited by 16
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 18
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
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
More accurate than assumed: Learners’ metacognitive beliefs about the effectiveness of retrieval practice
Weißgerber, S. C., & Rummer, R. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101679 · Cited by 14
Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts
Capelle, J. D., Grunschel, C., Bachmann, O., Knappe, M., & Fries, S. (2021) · Motivation and Emotion · doi:10.1007/s11031-021-09912-3 · Cited by 16
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 15
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 20
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
Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams
Sebesta, A. J., & Speth, E. B. (2023) · PLoS ONE · doi:10.1371/journal.pone.0287313 · Cited by 16
How much do college students with ADHD benefit from retrieval practice when learning key-term definitions?
Knouse, L. E., Rawson, K. A., & Dunlosky, J. T. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101330 · Cited by 17
Self-citation
The Influence of Chinese College Students’ Meta-Cognitive Strategy and Motivational Beliefs on their Study Habits
Zhou, J. T., & Wang, X. (2020) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-020-00541-x · Cited by 13
Academic procrastination among PhD students in Ethiopia: An examination of prevalence, associated factors and coping mechanisms
Herut, A. H., & Gorfu, Y. A. (2024) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2024.100854 · Cited by 24
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
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 14
Self-citation
Evaluating open-note exams: Student perceptions and preparation methods in an undergraduate biology class
Driessen, E. P., Beatty, A. E., & Ballen, C. J. (2022) · PLoS ONE · doi:10.1371/journal.pone.0273185 · Cited by 11
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 13
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 13
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 12
“SET” for Success: Targeted Instruction in Learning Strategies and Behavior Change in Introductory Psychology
McCabe, J. A., Friedman‐Wheeler, D. G., Davis, S. R., & Pearce, J. (2020) · Teaching of Psychology · doi:10.1177/0098628320979865 · Cited by 14
Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English language learners
Izadpanah, S., & Rezaei, Y. M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.997903 · Cited by 10
Utility value is key. Exploring factors that contribute to student motivation for effective cognitive learning strategies in higher education
Broeren, M., Verkoeijen, P. P. J. L., Arends, L. R., & Smeets, G. (2024) · Applied Cognitive Psychology · doi:10.1002/acp.4220 · Cited by 14
Retrieval practice enhances learning and memory retention of French words in Chinese-English bilinguals
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 14
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
Impact of more realistic and earlier practice exams on student metacognition, study behaviors, and exam performance
Zhang, M., Morphew, J., & Stelzer, T. J. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.010130 · Cited by 14
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
Self-citation
True-False Testing on Trial: Guilty as Charged or Falsely Accused?
Brabec, J. A., Pan, S. C., Bjork, E. L., & Bjork, R. A. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09546-w · Cited by 14
Indirekte Effekte von Abrufübungen – Intuitiv und doch häufig unterschätzt
Endres, T., & Renkl, A. (2021) · Unterrichtswissenschaft · doi:10.1007/s42010-021-00140-9 · Cited by 10
Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses
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 17
Setting Students Up for Success: A Short Interactive Workshop Designed to Increase Effective Study Habits
Nyland, R. L., & Sawarynski, K. E. (2017) · MedEdPORTAL · doi:10.15766/mep_2374-8265.10610 · Cited by 8
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
Metacognition About Collaborative Learning: Students’ Beliefs Are Inconsistent with Their Learning Preferences
Wei, Y., Soderstrom, N. C., Meade, M. L., & Scott, B. G. (2024) · Behavioral Sciences · doi:10.3390/bs14111104 · Cited by 9
Language Mindsets and Strategic Approaches to Studying: The Mediating Roles of Control‐Value Appraisals and Emotions
Chou, M. (2024) · Psychology in the Schools · doi:10.1002/pits.23353 · Cited by 8
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
Enhancing teachers’ instruction on how to study: an exploration of the effectiveness of learning strategies for particular secondary school subjects
Langbroek, S., Duchatelet, D., Brinke, D. J.-T., & Camp, G. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1340120 · Cited by 9
Children’s perspectives on self-regulated learning: A co-design study on children’s expectations towards educational technology
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
Understanding and Addressing Student Procrastination in College.
Korstange, R., Craig, M., & Duncan, M. D. (2019) · The learning assistance review · Cited by 7

Authors: Blasiman, R. N., Dunlosky, J., & Rawson, K. A.
Affiliations: Kent State University (US)
Corresponding author: Blasiman, Rachael N.
ORCID: Dunlosky, John
Rawson, Katherine A.
Venue: Memory
Publisher: Informa UK Limited
Published: 2016-08-25
Volume: 25
Issue: 6
Pages: 784-792
ISSN: 0965-8211 (ISSN-L)
1464-0686
DOI: 10.1080/09658211.2016.1221974
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

The what, how much, and when of study strategies: comparing intended versus actual study behaviour.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks