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Study strategies of college students: Are self-testing and scheduling related to achievement?
Open accessAbstract
Previous studies, such as those by Kornell and Bjork (Psychonomic Bulletin & Review, 14:219-224, 2007) and Karpicke, Butler, and Roediger (Memory, 17:471-479, 2009), have surveyed college students' use of various study strategies, including self-testing and rereading. These studies have documented that some students do use self-testing (but largely for monitoring memory) and rereading, but the researchers did not assess whether individual differences in strategy use were related to student achievement. Thus, we surveyed 324 undergraduates about their study habits as well as their college grade point average (GPA). Importantly, the survey included questions about self-testing, scheduling one's study, and a checklist of strategies commonly used by students or recommended by cognitive research. Use of self-testing and rereading were both positively associated with GPA. Scheduling of study time was also an important factor: Low performers were more likely to engage in late-night studying than were high performers; massing (vs. spacing) of study was associated with the use of fewer study strategies overall; and all students-but especially low performers-were driven by impending deadlines. Thus, self-testing, rereading, and scheduling of study play important roles in real-world student achievement.
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“Despite the evidence for their effectiveness for long-term learning, the uptake of desirable difficulties is still too low in students in higher education (Hartwig & Dunlosky, 2012).”
From Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework (2023) · cites this paper as Hartwig & Dunlosky, 2012
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“They did not, however, increase their self-testing (50%) to levels equivalent to other undergraduate surveys, found to be 71% in Hartwig and Dunlosky (2012), 72% in Morehead et al. (2016), and 62% in Williams et al. (2021).”
From Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course (2022) · cites this paper as Hartwig and Dunlosky (2012)
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“This amount of spacing matches the 64% of students who reported spacing their studying in Rodriguez et al. (2018). It is higher than that reported in Hartwig and Dunlosky at 47% (2012) and in Morehead et al. at 48% (2016).”
From Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course (2022) · cites this paper as Hartwig and Dunlosky (2012)
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“Self-testing is a strategy used by many students, with Hartwig and Dunlosky reporting 71% of students (2012), and Morehead et al. reporting 72% of students (2016) saying they self-test, but this strategy is less often used by students historically excluded from STEM because of race or ethnicity (Rodriguez et al., 2018; Williams et al., 2021).”
From Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course (2022) · cites this paper as Hartwig and Dunlosky, 2012
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“Drawing of any type is infrequently used, with Hartwig and Dunlosky finding only 15% of students using drawing (2012) and Morehead et al. (2016) finding only 24% of students using drawing as a main study strategy (2019).”
From Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course (2022) · cites this paper as Hartwig and Dunlosky, 2012
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“Studies that surveyed students about their study timing found many students do use spacing (47% in Hartwig and Dunlosky, 2012; 48% in Morehead et al., 2016; 57% in Rodriguez et al., 2018), though clearly there is room for improvement.”
From Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course (2022) · cites this paper as Hartwig and Dunlosky, 2012
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Citations
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Metadata
- Authors
- Hartwig, M. K., & Dunlosky, J.
- Affiliations
- Kent State University (US)
- Corresponding author
- Hartwig, Marissa K.
- Venue
- Psychonomic Bulletin & Review
- Published
- 2011-11-15
- Volume
- 19
- Issue
- 1
- Pages
- 126-134
- ISSN
- 1069-9384 (ISSN-L)
- 1531-5320
- OpenAlex
- W2110942371
- Cited by
- 477
- References
- 22
- Citations by year
- 2026: 23 · 2025: 42 · 2024: 47 · 2023: 41 · 2022: 63 · 2021: 42 · 2020: 56 · 2019: 39 · 2018: 30 · 2017: 25 · 2016: 23 · 2015: 18 · 2014: 14 · 2013: 8 · 2012: 5
- FWCI
- 4.49
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Psychonomic Bulletin & Review (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- study habits, self-testing, re-reading, study scheduling, university students, academic performance, grade point average
- MeSH terms
- Achievement, Female, Humans, Male, Surveys and Questionnaires, Students, Universities, Test Taking Skills
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