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

doi:10.1007/s10755-005-9004-2

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

Social and Family Dynamics, T. Denny Sanford School of (SSFD)

Research output: Contribution to journal › Review article › peer-review

49 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 language	English (US)
Pages (from-to)	361-375
Number of pages	15
Journal	Innovative Higher Education
Volume	30
Issue number	5
DOIs	https://doi.org/10.1007/s10755-005-9004-2
State	Published - Mar 1 2006

Keywords

Academic achievement
Learning strategies
Metacognition
Test expectancy

ASJC Scopus subject areas

Education

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10.1007/s10755-005-9004-2

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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.",

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AU - Tollefson, Nona

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N2 - 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.

AB - 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.

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KW - Test expectancy

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

Abstract

Keywords

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