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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Organisation correlated strongly with elaboration (r = 0.64) and with rehearsal (r = 0.55), suggesting students use mixed constellations of effective and ineffective strategies rather than dropping ineffective ones. → 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 · i3 · associational · r2

Correlational analysis of strategy self-reports (Table 2); the article reports organisation–elaboration r = 0.64 and organisation–rehearsal r = 0.55, and concludes that use of more effective strategies "was also positively related to employment of less effective strategies, such as rehearsal and rereading".

"The largest correlation reported in Table 2 was between two relatively effective learning strategies, namely organisation and elaboration (r = 0.64)."

Discussion¶

Related Claims¶

• Effort regulation and student engagement were the most consistent predictors of learning strategy use and self-reported achievement — related
• Undergraduate students reported using relatively effective strategies (elaboration, organisation, spacing) more than less effective ones, with elaboration most endorsed and self-testing least endorsed — 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
• The largest source of mismatch between trace-based and think aloud SRL processes was confusion between elaboration/organisation and first-reading processes — related