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Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning

Why do learners not choose ideal study strategies when learning? Past research suggests that learners frequently misinterpret the effort affiliated with efficient strategies as being indicative of poor learning. Expanding on past findings, we explored the integration of study habits into this model....

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Autores principales: Macaluso, Jessica A., Beuford, Ramya R., Fraundorf, Scott H.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9590044/
https://www.ncbi.nlm.nih.gov/pubmed/36278605
http://dx.doi.org/10.3390/jintelligence10040083
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author Macaluso, Jessica A.
Beuford, Ramya R.
Fraundorf, Scott H.
author_facet Macaluso, Jessica A.
Beuford, Ramya R.
Fraundorf, Scott H.
author_sort Macaluso, Jessica A.
collection PubMed
description Why do learners not choose ideal study strategies when learning? Past research suggests that learners frequently misinterpret the effort affiliated with efficient strategies as being indicative of poor learning. Expanding on past findings, we explored the integration of study habits into this model. We conducted two experiments where learners experienced two contrasting strategies—blocked and interleaved schedules—to learn to discriminate between images of bird families. After experiencing each strategy, learners rated each according to its perceived effort, learning, and familiarity. Next, learners were asked to choose which strategy they would use in the future. Mediation analyses revealed, for both experiments, that the more mentally effortful interleaving felt, the less learners felt they learned, and the less likely learners were to use it in future learning. Further, in this study, strategy familiarity predicted strategy choice, also mediated by learners’ perceived learning. Additionally, Study 2 verified that, in contrast to learners’ judgments, the less familiar interleaving schedule resulted in better learning. Consequently, learners are making ineffective learning judgments based on their perceptions of effort and familiarity and, therefore, do not make use of optimal study strategies in self-regulated learning decisions.
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spelling pubmed-95900442022-10-25 Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning Macaluso, Jessica A. Beuford, Ramya R. Fraundorf, Scott H. J Intell Article Why do learners not choose ideal study strategies when learning? Past research suggests that learners frequently misinterpret the effort affiliated with efficient strategies as being indicative of poor learning. Expanding on past findings, we explored the integration of study habits into this model. We conducted two experiments where learners experienced two contrasting strategies—blocked and interleaved schedules—to learn to discriminate between images of bird families. After experiencing each strategy, learners rated each according to its perceived effort, learning, and familiarity. Next, learners were asked to choose which strategy they would use in the future. Mediation analyses revealed, for both experiments, that the more mentally effortful interleaving felt, the less learners felt they learned, and the less likely learners were to use it in future learning. Further, in this study, strategy familiarity predicted strategy choice, also mediated by learners’ perceived learning. Additionally, Study 2 verified that, in contrast to learners’ judgments, the less familiar interleaving schedule resulted in better learning. Consequently, learners are making ineffective learning judgments based on their perceptions of effort and familiarity and, therefore, do not make use of optimal study strategies in self-regulated learning decisions. MDPI 2022-10-12 /pmc/articles/PMC9590044/ /pubmed/36278605 http://dx.doi.org/10.3390/jintelligence10040083 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Macaluso, Jessica A.
Beuford, Ramya R.
Fraundorf, Scott H.
Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning
title Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning
title_full Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning
title_fullStr Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning
title_full_unstemmed Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning
title_short Familiar Strategies Feel Fluent: The Role of Study Strategy Familiarity in the Misinterpreted-Effort Model of Self-Regulated Learning
title_sort familiar strategies feel fluent: the role of study strategy familiarity in the misinterpreted-effort model of self-regulated learning
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9590044/
https://www.ncbi.nlm.nih.gov/pubmed/36278605
http://dx.doi.org/10.3390/jintelligence10040083
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