Effort regulation and student engagement were the most consistent predictors of learning strategy use and self-reported achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In regressions of strategy use on four self-regulation factors, engagement significantly predicted rehearsal, elaboration, and self-testing, and effort regulation significantly predicted rehearsal, organisation, spacing, and cramming (negatively). → Rebecca Hey · Mark McDaniel · Flaviu A. Hodis 2024

Evidence¶

Rebecca Hey · Mark McDaniel · Flaviu A. Hodis 2024¶

Rebecca Hey · Mark McDaniel · Flaviu A. Hodis. (2024). How undergraduate students learn: uncovering interrelationships between factors that support self-regulated learning and strategy use. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09389-8

q2 · i? · associational · r2

Multiple regression analysis (Table 5) regressing each strategy on self-control, engagement, effort regulation, and MCSR; the article reports engagement predicted "rehearsal, elaboration, and self-testing" and effort regulation predicted "rehearsal, organisation, spacing, and cramming"; R2 ranged from .12 (rereading) to .41 (elaboration).

"student engagement was a significant predictor of three learning strategies (i.e., rehearsal, elaboration, and self-testing), as well as self-reported academic achievement. Similarly, effort regulation was also a significant predictor of four learning strategies (i.e., rehearsal, organisation, spacing, and cramming), and self-reported academic achievement."

Discussion¶

Related Claims¶

• Cramming was negatively correlated with spacing (r = -0.54) and with all other learning strategies investigated — related
• In regressions predicting self-reported achievement, elaboration positively (Beta = 0.24) and cramming negatively (Beta = -0.30) predicted achievement, but only effort regulation and engagement remained significant in the combined model — related
• Self-control was not a significant predictor of any learning strategy or of self-reported achievement, and MCSR predicted only elaboration — related
• Metacognitive strategies, effort regulation, and coping with problems significantly predict Japanese EFL learners' proficiency — related
• Students' strategy use formed mixed constellations: organisation and elaboration correlated strongly (r = 0.64), and effective strategies were also positively related to less effective ones such as rehearsal — related
• Students self-reported less cramming and more class preparation in the JiTT course than in their non-JiTT courses, except students receiving D or F grades — related