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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....
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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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. |
format | Online Article Text |
id | pubmed-9590044 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
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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