Supplemental Material for Habits and beliefs that guide self-regulated learning: Do they vary with mindset?
By Veronica X. Yan, K. Thai, Robert A. Bjork. Journal of Applied Research in Memory and Cognition, 2014
133 citations recorded by the source corpus.
Abstract Prior research by Kornell and Bjork (2007) and Hartwig and Dunlosky (2012) has demonstrated that college students tend to employ study strategies that are far from optimal. We examined whether individuals in the broader—and typically older—population might hold different beliefs about how best to study and learn, given their more extensive experience outside of formal coursework and deadlines. Via a web-based survey, however, we found striking similarities: Learners’ study decisions tend to be driven by deadlines, and the benefits of activities such as self-testing and reviewing studied materials are mostly unappreciated. We also found evidence, however, that one's mindset with respect to intelligence is related to one's habits and beliefs: Individuals who believe that intelligence can be increased through effort were more likely to value the pedagogical benefits of self-testing, to restudy, and to be intrinsically motivated to learn, compared to individuals who believe that intelligence is fixed.
Subfields: Artificial Intelligence, Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/95d212b9effacad40e89dc333614151d65287806
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In Cognitive Neuroscience
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Citations in the corpus
- The flipped classroom: supporting a diverse group of students in their learning (2019, background): “Moreover, a large number of studies report increased student satisfaction with the flipped classroom approach and interactive learning strategies (Critz and Wright 2013; Hung 2014; Yeung and O’Malley 2014).”
- Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “Such findings are legion (e.g., Benjamin et al. 1998; Hartwig and Dunlosky 2012; Koriat et al. 2004; Kornell and Bjork 2007, 2008, 2009; Kornell et al. 2011; McCabe 2011; Morehead et al. 2015; Rhodes and Castel 2008, 2009; Yan et al. 2014) and indicate that students’ perceptions of learning are not ”