Presentation Title: Learning is Quick: Evidence for the Impact of Learning Beliefs on Self-Regulated Learning

Abstract: Exam preparation in introductory science courses is self-regulated. Practice testing has been shown to produce better learning then other strategies. However, many students do not use practice tests effectively when studying. This mixed-methods study examines two experiments aimed at improving examining student predictions about learning and studying. We found that scores on a mock exam impact students’ intentions for studying but not study habits. We also found that many underperforming students initially increase the use of ineffective study strategies rather than adopt a strategy change. Students who distribute studying throughout the semester and engage with course concepts more deeply demonstrate improvement and increased satisfaction. These results suggest that exam preparation interventions may need to include study strategy and metacognitive instruction.

Location: Hyatt Regency Chicago, East Tower - Exhibit Level, Rviderside West Exhibition Hall, Cognitive and Motivational Processes Session 3