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.
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.
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“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
In the citing paper
“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
Citations
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“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
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
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-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×
“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
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
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Metadata
- 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
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