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).”
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Self-citationStudy Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance
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The promise and perils of self-regulated study
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Study strategies of college students: Are self-testing and scheduling related to achievement?
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“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).”
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McCabe, J. (2011) · Memory & Cognition · doi:10.3758/s13421-010-0035-2 · Cited by 308
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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).”
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
How and when do students use flashcards?
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Self-citationMending metacognitive illusions: A comparison of mnemonic-based and theory-based procedures.
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How Do Students Really Study (and Does It Matter)
Gurung, R. A. R. (2005) · Teaching of Psychology · Cited by 75
Examining students' retrospective memories of strategy development.
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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
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 25
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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
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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