College students' study strategies as a function of testing: An investigation into metacognitive self-regulation

Margaret E. Ross, Samuel B. Green, Jill D. Salisbury-Glennon, Nona Tollefson

Research output: Contribution to journalReview article

39 Scopus citations

Abstract

We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.

Original languageEnglish (US)
Pages (from-to)361-375
Number of pages15
JournalInnovative Higher Education
Volume30
Issue number5
DOIs
StatePublished - Mar 1 2006

Keywords

  • Academic achievement
  • Learning strategies
  • Metacognition
  • Test expectancy

ASJC Scopus subject areas

  • Education

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