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This research determines the student's learning strategies based on their learning styles. This research applied qualitative study. The subject of this research is the students of English literature class A in Universitas Negeri Makassar, who were selected through a purposive sampling technique. Thirty-five students were chosen as the subjects of this study. The data were obtained through questionnaires and interviews and then analyzed based on producers of data analysis identification, classification, and descriptive analysis. The result showed that i) there are some learning styles that students have, such as visual, auditory, and kinesthetic (VAK) learning styles; and ii) students' learning strategies based on their learning style where subjects engaged in several learning activities or methodologies. Two types of learning techniques were primarily considered: individual and group strategies. The individual strategies were marked by all of the activities the subjects had done, and the group strategies described the learning actions employed by the subjects to comprehend the knowledge or the lesson by engaging friends who could help them.

The experience of transferring to a 4-year college, especially in STEM programs, can be particularly challenging for students. While much of the onus for preparing students for transfer has been placed on community colleges, the 4-year institutions to which students transfer have critical roles to play. With this in mind, we established the Pre-transfer Interventions, Mentoring, and Experience in Research (PRIMER) program to support students transferring into the biology department at our university. The design of this program is based around the key elements of Schlossberg's Transition Theory, focusing on the support and strategies elements of the theory. Through a weekly academic skill course, peer mentoring, and informal academic and social supports, our goals were for students to increase their involvement in the campus community and to increase their use of academic support resources. We used qualitative and quantitative assessments to compare sense of community and use of campus resources between students who participated in our program and others. We found that students in our program strongly increased their sense of community during the semester compared to other students and used campus resources at a higher rate. Our insights from the PRIMER program can help others in developing programs to support transfer students in biology departments.

This qualitative study examined supports in inclusive postsecondary education programs (IPSE) that facilitate the development of academic-related behaviors, or academic enabling behaviors (AEB; i.e., interpersonal skills, academic engagement, motivation, and study skills). The researchers interviewed 10 IPSE staff using semi-structured interviews and analyzed data using Consensual Qualitative Research (CQR). AEB supports existed at the individual, IPSE program, and university levels. Some supports addressed a single academic enabling behavior, and some addressed multiple areas. Six types of support spanned two or more academic enablers: (a) support from peer mentors; (b) support provided by IPSE and other university staff; (c) support related to courses/instruction; (d) opportunities for practice, reinforcement; (e) support related to social/emotional supports; and (f) executive function support. IPSE students can compensate for academic challenges by developing their enabling behaviors, and strong academic enabling behaviors can result in improved academic performance and assist IPSE students in employment and throughout life.

The number of students with disabilities (SWD) enrolling in postsecondary education continues to increase, yet degree completion rates continue to fall behind compared to peers without disabilities. There is an obvious need to investigate interventions to support postsecondary success so SWD can reap the benefits of a college education. Empirical evidence demonstrates that coaching is a promising support. This literature review aims to examine coaching interventions currently used to support SWD in postsecondary education. The authors reviewed relevant literature from 2009 to 2021 and identified 17 studies that met the search criteria. Findings indicate positive outcomes, including improved grade point average (GPA), time management, organization, learning and study skills, self-esteem, behavioral regulation, metacognition, and sense of well-being. The authors also include recommendations for additional research.

This study aims to reveal the relationship between the motivation and study skills of music teacher candidates regarding the individual voice training lesson and to reveal the relationship between these two variables. Correlational survey model was used as the research method. The population of the research was chosen from one university in seven geographical regions of Turkey, studying in the Music Education Department, using the random cluster sampling method. The sample consists of freshman students of Music Education Department in Turkey. Personal Information Form created by the researcher, "Individual Voice Training Course Motivation Scale" and "Study Skills Scale" were used as data collection tools in this research. In the analysis of the data, the percentages and frequencies of the Personal Information Form are shown in the tables. SPSS 25 package programme was used for data analysis. In the analysis of demographic variables to continuous variables, normality was tested, and t-Test and One-Way ANOVA analysis were used in cases of normality. In the absence of normality, the Kruskal-Wallis H test was used. Spearman Rank Correlation was used to observe the relationship between continuous variables.

First-year students often struggle with self-regulated learning, particularly in monitoring and accurately assessing their level of understanding and translating that into appropriate preparation for rigorous post-secondary coursework. When their academic struggles become extreme, they can be placed in probationary programs. An intervention involving weekly reflective surveys focused on study strategies and metacognitive skill development was integrated into one such probationary program for first-year students. During the intervention, a slightly higher rate of successful completion of the program was observed compared to previous years. The self-reported experiences and patterns of engagement of the students suggested that the intervention positively impacted metacognitive skill development and additionally provided evidence of the importance of motivation at various points throughout the process. Identifying appropriate timepoints for intervention can better prepare stakeholders to support those students who may not be retained.

Research in higher education has consistently focused on determining factors that influence student success and retention in academic programs. Successful students also positively impact the effectiveness of teaching practices used in a course. Previous work shows that a recurring set of assignments where students reflect on past work and set a SMART goal to make a specific improvement promotes a growth mindset and is an activity students see value in completing. Promoting student improvement should also make an instructor's teaching efforts more effective. To understand how instructors and institutions can provide more support for student development and retention, students at four universities completed reflection and planning assignments that involved goal setting based on the SMART goal framework. Student submissions were analyzed to categorize the topic areas where students saw the need to work. Results highlighted the importance of many topics, including time management, self-care, course content, and study methods. Analysis of the data also revealed that facilitating exercises requiring students to set goals and report on their progress later in the term greatly enhanced student engagement and fostered behaviors geared towards establishing a growth mindset.

Selecting and remembering the necessary information from rapidly increasing information requires summarization skills. Research on improving students' summarization skills has focused on deletion, generalization, and reconstruction strategies. However, direct teaching of these strategies does not yield successful results. For this reason, researchers have turned to teaching summarization based on understanding the text. Knowing the macrostructure and superstructure of the text can help understand the text and select the information to be included in the summary. The aim of this study is to determine the effect of macrostructure and superstructure teaching on summary writing achievement. The study was conducted in a one-group pretest-posttest design and lasted for 6 weeks. The study was conducted with 22 seventh grade students in a public secondary school. The data were collected with a total of 132 summary texts in which students summarized five stories. The summaries of texts were scored with the Text Summary Evaluation Rubric (TSER). As a result of the study, significant differences were obtained in summarization achievement in favor of the posttest. Based on this result, it is recommended that macrostructure and superstructure teaching be included in programs and course books. This study is limited to narrative texts. In future studies, whether the achievement in summarization narrative and informative texts differs and how long it takes for different age groups to develop their achievement in summarization of different types of texts can be examined based on text structure teaching.

At Literacy NJ, the decline in our basic literacy services has caused us to reevaluate and reinvent our program. The cornerstone of our new plan is to offer an 8-week vestibule program called Steps to Success for new basic literacy students, focused on goal setting, crucial digital skills, and the development of independent learning strategies. We intend to implement Steps to Success statewide as a way to rebuild our capacity to serve basic literacy students. Ultimately, we believe this will allow us to serve many more students and increase their retention in the program by improving their learning experience.

Providing reflective opportunities for students to independently develop their metacognition and expand their abilities to make judgments about themselves as learners, including which learning strategies are personally most effective for any given task, have been shown to improve academic performance. We designed a metacognition-based intervention that was structured to provide four weeks of reflective opportunities for students following a metacognitive learning strategies workshop. Qualitative analysis of student responses from the first week's survey found evidence of metacognitive skill development and self-reported improvements in learning, including an improvement in confidence and preparedness for classes and exams, and better understanding and retention of course content. Our results suggest that students who described an increase in their confidence during the first week were two times more likely to complete the intervention. This completion was correlated with a higher semester GPA, regardless of student identity, prior academic performance, and strategy choice or outcome description during the first week.

Since 2015/16, a standardized written final examination in mathematics or applied mathematics has been compulsory for nearly all pupils at the upper secondary level in Austria. While this standardized competence-oriented maturity examination is intended to increase pupils' subject-related study ability, empirical research in this regard is scarce. Therefore, the subject-related study ability for six partially different control and experimental groups containing between 11 and 17 first-year STEM students is compared using a one-tailed two-sample Wilcoxon rank sum test. No significant differences in the subject-related study ability are detected between the control groups, comprising first-year Austrian STEM students who did not participate in the standardized written final examination in mathematics, and the experimental groups, comprising first-year Austrian STEM students who did participate in the standardized written final examination in mathematics. However, post hoc power analyses show that the sample sizes for each of the six sample cases would have to be much larger to prove significant results with a power of at least 80%. Additionally, no evidence for teaching-to-the test practices could be found in the experimental groups.

In this article, the authors illustrate how teachers use a strength based, culturally responsive Response to Intervention (RTI) framework to meet the varied needs of a culturally diverse, twice-exceptional student. Using a case-based approach, the authors demonstrate how classroom teachers and specialists collaborate with the student and her family to create an individualized system of supports designed to nurture the student's gifted potential while simultaneously addressing her cultural needs and learning disabilities. Using a hypothetical case, a student's curiosity about her Puerto Rican heritage and multiracial identity becomes the central focus as teachers build a thematic unit of instruction that honors her ancestors. As the student learns about her Indigenous Taíno and African heritage, she is taught to use specific evidence-based learning strategies to improve her memory, study skills and build on her curiosity and multilingual strengths. Throughout the article, the authors provide explicit examples of how to create a culturally responsive RTI plan for a diverse twice-exceptional student.

Background: College students often do not retain what they learn in Statistics in order to apply it in Experimental Psychology. Self-explanation, that is, elaborating on what one is trying to learn by asking questions, making inferences, etc., improves learning and may improve retention. Objective: The purpose of this study was to determine whether self-explanation was superior to students' usual study methods specifically for learning some basic concepts in statistics, and, if so, if it was similarly useful for retention a semester after the initial learning. Method: We used 199 college students as participants in a randomized, between participant, two-part experiment examining the effects of training by prompting self-explanations as a potential solution to this applied problem. Results: The self-explanations that we elicited improved initial learning and were superior to students' usual study methods, but did not benefit retention. Conclusions: Future research on improving the quality of the self-explanations and training with spaced retrieval practice, in order to benefit retention, is suggested. Teaching Implication: Self-explanation should be implemented for teaching statistics in order to benefit initial learning. However, teachers should explore other methods to accomplish retention.

Many college students struggle to adopt effective study strategies. Although many academic support centers disseminate resources on study strategies and help students to strengthen these skills, students do not fully utilize the resources or support. This study explored using an online asynchronous discussion (OAD) board as a space to embed five study strategies for students to practice in the context of the subject matter. The biweekly OADs, enabled in the learning management system (LMS), were designed to alternate with biweekly quizzes. Log files with student activity and quiz scores were extracted from the course's page on the LMS. Engagement metrics including number of views and participations on the OADs and the quality of their engagement were used to assess the effectiveness of the study-strategy OADs. Results show that students who participated in the OADs before each quiz had a statistically higher quiz score compared to the ones who did not post in the OADs. The mixed effect models show a positive and statistically significant association between OAD participation levels and quiz performance. In addition, an increase in both views and participation levels in the OADs was associated with higher exam marks. In both cases, the quality of student participation was the most important predictor for grades. An email intervention shows that a short reminder email is more effective than long customized emails. In summary, this study demonstrates the utility of OADs as a space for students to view and practice multiple study strategies in the context of the course content.

Employment of appropriate study strategies is crucial for academic success. Previous findings on whether use of specific strategies is related to academic performance in real educational settings were inconsistent, and their participant samples were largely restricted to undergraduate students. The current study recruited a large sample (i.e., 4,331 participants) of elementary school students to explore the association between use of specific strategies and academic performance by using multilevel linear regression models, in which two potential confounding variables (i.e., SES and gender) are controlled for. The results showed that after controlling for SES, gender and other study strategies, use of spaced study, rereading and help-seeking positively related to academic performance in elementary school students. However, use of self-testing, highlighting/underlining, note-taking, summarizing, making diagrams, making study plans and studying with friends did not positively correlate with academic performance in elementary school children. Instructors and parents are suggested to encourage children to study by using the effective study strategies, and teach them how to maximize the benefits of these strategies.

The advent of artificial intelligence (AI)-powered language models presents new opportunities and challenges in education. By teaching students how to craft prompts that elicit insightful responses, faculty can scaffold activities where AI acts as a supplemental resource to amplify critical thinking and support student learning. Ongoing dialogue and iteration focused on ethical usage norms can achieve the right balance between emerging technology and foundational skills development. With care and intention, AI-assisted study tactics offer students personalized support while adhering to academic standards. While AI-powered tools provide many positive opportunities, students and faculty need to learn about and use them responsibly and ethically, not as replacements for required thinking and effort. Before implementing these AI tools for studying biology, there are several key things to discuss with students. This article outlines several ways that students can employ these tools to support better learning along with a set of guidelines for all to be wary of when implementing these in an academic setting.

Participation in inclusive postsecondary education (IPSE) programs yields benefits for students with intellectual disability, yet little is known about their classroom-related, nonacademic thoughts, attitudes, and behaviors, sometimes referred to as academic enabling behaviors (AEBs). AEBs include academic engagement, interpersonal skills, motivation, and study skills. The research team explored IPSE staff's understandings of IPSE students' AEB strengths. Ten staff from IPSE programs participated in semistructured interviews. Data were analyzed using Consensual Qualitative Research. Results suggest students have strengths that span multiple AEBs and that these strengths can be leveraged to support strengths-based assessment and intervention.

We developed and launched an online, course-integrated module called Growth & Goals aimed to help students better develop evidence-based learning skills. The module focuses on five main concepts: self-regulated learning, goal-setting, metacognition, mindfulness, and mindsets (growth and fixed continuum). Growth & Goals is an open education resource available for download at no cost to any educator through FlynnResearchGroup.com/GrowthGoals. The module is available in both French and English and can be customized to any university course. The module addresses the aforementioned concepts through a combination of text and videos, with interspersed interactive activities that students use to develop their learning skills. Growth & Goals is intended to help students effectively manage the challenges they may encounter as they progress through their postsecondary academic career and beyond and become more proficient learners. Since 2017, the module has been implemented in more than 15 university courses and has been used by over 8000 students. The preliminary evaluation of Growth & Goals has been largely positive, indicating that the module has been well received by both students and educators and that it successfully guides students in learning the module's concepts.

Children spend a large period of their lives close to their mothers gaining knowledge, learning many skills, and emulating them. Therefore, the objective of this research is to identify the relationship between mothers' educational levels and their children's academic performance. To achieve this objective, a quantitative research method (correlation design) was applied to explore the relationship and a SPSS program was used to analyze the data. The data was collected from 50 random mothers in the Kingdom of Bahrain that have at least one child in the primary stage of school. An electronic questionnaire was used to describe the studying atmosphere at home and to determine the nature of the relationship between the study variables. The relationship was analyzed using Spearman's rank correlation coefficient (Spearman's rho). The results revealed that there is no relationship between a mother's educational levels and their children's performance.

Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are student-centred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client's own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need.

This study tackles self-regulated learning from the motivation component, considering that not only the 'skills' but also the 'will' dimensions are essential for the development of self-regulated learning. The aim of the study is to promote pre-service chemistry teachers' motivation and to enhance their knowledge of motivational regulation strategies. The study was conducted in organic chemistry courses with 18 pre-service chemistry teachers. A semi-structured interview, a semi-structured diary, and an open-ended scale were employed as data collection tools to identify motivational components and motivational regulation strategies used by the pre-service teachers. The qualitative data collected were analyzed using descriptive and content analysis techniques. Results showed that the pre-service chemistry teachers had positive motivational beliefs and were more persistent about academic activities. Moreover, improvements occurred in pre-service teachers' motivational regulation strategies. It was further found that the positive change in the pre-service chemistry teachers' motivations diversified their learning strategies and that they began to use these strategies more frequently.

We replicated and extended Maurer and Shipp's (2021) intervention to teach students the successive relearning study strategy and encourage its use in preparation for course exams. This mixed-methods project was conducted in partnership between the faculty member teaching the course and an undergraduate student enrolled in the course. Results were similar to those reported by Maurer and Shipp (2021) but differed in meaningful ways. In this investigation, students reported more spaced practice in studying for the exam, demonstrated both greater confidence and greater mastery of the targeted course concept and closer alignment of confidence and mastery. They also reported greater unprompted metacognitive awareness of their own need to learn better study strategies. Qualitative responses from students aligned with the recommendation from SoTL literature that interventions to teach students to adopt more effective study methods need to both provide information and research evidence about more effective methods to students. The responses also aligned with the recommendation from SoTL literature to scaffold students through how to use the methods with opportunities to practice them. Time management issues emerged as the largest student-identified barrier to adopting successive relearning.

This study aimed to promote self-regulated learning skills in pre-service teachers, and to this end, a two-year Self-Regulated Learning Skills Development (SLSD) Plan for pre-service chemistry teachers was developed. In this SLSD plan, the strategy instruction was conducted in an integrated way into the content courses of the chemistry education curriculum. The strategy instruction was carried out in four parts: "time management strategies", "reading comprehension and summarization strategies", "writing strategies" and "questioning strategies". In addition, metacognitive strategies used by the pre-service teachers during the strategy instruction were also examined. Semi-structured interviews, self-monitoring forms, field notes, and student-generated questions were used to collect data to identify the strategies that the pre-service teachers used and determine the changes that occurred as a result of the application of these strategies. The data were analyzed using descriptive and content analysis methods. It was determined that both the frequency of use and the diversity of the strategies used increased in time management strategies, reading comprehension and summarizing strategies, and writing strategies. In questioning strategies, when the quality of the questions created by pre-service teachers was examined, it was determined that there was an increase in the quality of these questions in terms of "thinking level" and "content", but there was no regular trend in terms of "chemistry understanding levels". It was observed that most of the pre-service teachers also applied metacognitive strategies during strategy instruction. In the light of the results of this study, suggestions on promoting self-regulated learning skills in pre-service teachers are provided for chemistry teacher education, and chemistry education researchers.

Study skills are important for success in college. However, students may not be aware of or willing to use effective strategies such as spaced practice and self-testing. This replication-extension study of Susser and McCabe (Susser and McCabe in Instr Sci 41:345-363, 2013) supports their original findings regarding spaced practice and extends the investigation to self-testing. Using the same survey method as the previous researchers, we found that college students showed awareness of the efficacy of spaced practice over massed practice and reported using it in ideal situations. Students reported greater use of spaced studying when a test was difficult, more heavily weighted, or over material of future use. Greater metacognitive self-regulation and elaboration was related to greater reported use of spaced practice. Extending beyond the original study to look self-testing, students were aware of the usefulness of self-testing. Similar to spaced practice, students reported being more likely to use self-testing for more difficult tests and heavily weighted tests. Those with greater metacognitive self-regulation were also more likely to report greater use of self-testing, although greater elaboration was not correlated with reported use of self-testing. Students with a higher GPA were also more likely to report spaced studying and self-testing. Findings suggest that students do know about some effective study strategies. Use of effective strategies may be helpful but students do not report using them in all settings. Educators may be interested in creating circumstances that encourage students to use effective strategies.

The potential of artificial intelligence (AI) in transforming education has received considerable attention. This study aims to explore the potential of large language models (LLMs) in assisting students with studying and passing standardized exams, while many people think it is a hype situation. Using primary education as an example, this research investigates whether ChatGPT-3.5 can achieve satisfactory performance on the Chinese Primary School Exams and whether it can be used as a teaching aid or tutor. We designed an experimental framework and constructed a benchmark that comprises 4800 questions collected from 48 tasks in Chinese elementary education settings. Through automatic and manual evaluations, we observed that ChatGPT-3.5's pass rate was below the required level of accuracy for most tasks, and the correctness of ChatGPT-3.5's answer interpretation was unsatisfactory. These results revealed a discrepancy between the findings and our initial expectations. However, the comparative experiments between ChatGPT-3.5 and ChatGPT-4 indicated significant improvements in model performance, demonstrating the potential of using LLMs as a teaching aid. This article also investigates the use of the trans-prompting strategy to reduce the impact of language bias and enhance question understanding. We present a comparison of the models' performance and the improvement under the trans-lingual problem decomposition prompting mechanism. Finally, we discuss the challenges associated with the appropriate application of AI-driven language models, along with future directions and limitations in the field of AI for education.

Large Language Models have already begun to affect the higher education landscape. However, there is currently a lack of work investigating how these models interface -- and possibly interfere -- with literacy development. Considering literacy is critical because student learning is only made possible through language. This paper considers implications for university students' literacy development by drawing on Lea and Street's academic literacies framework. I argue that LLMs pose different levels of risk for students' development of each aspect of literacy contained within the framework: study skills are least at risk, academic socialisation is most at risk, and academic literacies represent an intermediate risk. Implications for instructors include dedicated instructional time and support for students to engage with reading and writing practices without LLM support before they begin to incorporate them into their literacies repertoire. If students rely too heavily on LLMs initially, there is a danger they will not undergo the enculturation and cognitive development necessary for success at university.

Inclusive postsecondary education (IPSE) programs provide students with intellectual disabilities (ID) an opportunity to access higher education. As these programs have grown over the decades since their inception in 2010, it is becoming increasingly important that these programs use data-driven interventions to improve student outcomes, both academically and non-academically. Research in the area of non-cognitive skills suggest that focusing students with ID on skills like motivation and engagement or attitudes like action control beliefs can improve their performance in IPSE programs and lead to positive academic and career outcomes in the future. Here, we performed correlation analysis and multiple regression on two non-cognitive skills assessments, the ACES Academic Enablers and Self Determination Inventory, collected from ISPE students. This analysis shows that the degree of a student's action-control beliefs as measured by the SDI is predictive of their ACES Academic Enablers performance. This suggests that interventions targeting the concept of action control beliefs can improve practical non-cognitive skills that can lead to academic and professional success for students with ID.

Students' academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students' choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was associated with changes in student study strategies using a pre/post design in a first semester biology course. Early and final wrappers collected information about students' choices and reflections on those choices, and mid-semester wrappers including links to research descriptions at the "Learning Scientists" website. Students reported initially using passive learning methods, such as rereading, for their primary study strategies, and the primary intended change was to increase time spent studying. At the end of the semester, the majority of students reported shifting to active strategies such as forced recall, with a proportional decline in rereading as a primary study strategy.

Retrieval-based learning, using tests for content review, frequently proves more effective for knowledge retention compared to alternative methods. Extensive research has explored this with older students, often in contrast to more passive techniques like rereading or note rewriting, typically focusing on vocabulary content, in non-classroom settings and assessing knowledge retention within a week. In this study we conducted a classroom experiment to compare the efficacy of retrieval-based learning to another active method of reviewing content, namely discussion, in promoting long-term knowledge retention among primary school science students. Additionally, we assessed the students' perceptions of these reviewing methods. A total of eighty-one primary school students participated in the study, which encompassed a lesson conducted at a zoo, followed by a review of the lesson content using either retrieval-based learning or discussion. Our findings indicated no impact of the method of reviewing on knowledge retention after either one week or four weeks. Nevertheless, notable effects were observed in terms of motivation, as students who employed retrieval-based learning for reviewing reported heightened levels of interest and enjoyment, along with perceiving greater benefits from the process. Additionally, boys in the discussion group reported increased curiosity, in contrast to girls who reported an inverse pattern.

Metacognition is often described as the awareness and regulation of learning. It uses strategies which include monitoring one's own thinking, engaging in active planning and self-evaluating one's study habits. Bloom's taxonomy can be used as a metacognitive tool to guide students' study strategies and thus improve their academic performance by promoting higher order learning. The following study was conducted over multiple years and in several university biology classrooms to determine whether a brief instructional activity on metacognition and Bloom's taxonomy would cause students to reflect upon and perhaps revise their study strategies. The results of our study suggest that with a minimal effort, and using simple, universal metacognition interventions, instructors can elicit students to reflect upon their own thinking processes, revise their study strategies to foster deeper learning, and achieve higher learning outcomes. An additional, significant outcome of the metacognition interventions presented here could be the transformation of individual student engagement with course content into a more holistic, collaborative learning community.

Focusing on Indonesia's case, this research discusses how booming internet use impacts students' faith, functioning as both threat and opportunity concerning students' religious inherency and sustainable religious education (RE). This qualitative study analyses six public junior high schools and 48 interviewed participants. To reveal various religions' views, the participants belong to six recognised religions in Indonesia: Islam, Christianity (Protestant), Catholicism, Hinduism, Buddhism, and Confucianism. According to thematic analysis, the findings show that teachers and students face challenges in the early shift to online RE, such as technical problems and learning ineffectiveness. These challenges impede student understanding, study preparation and learning motivation, resulting in decreased social skills, lack of communication, declining faith, and weak religious inherency. However, the internet fostered RE continuity during the pandemic, especially contributing to the time efficiency of RE. Therefore, this research formulates the concept of tri-centred religious education, which integrates the roles of family, school, and society to create the students' self-control. Religious values and social norms should be connected to strengthen students' religious inherency.

In this study, we explored possible differences between students studying the fine arts and their non-art major peers on three separate variables: mental health, stress, and time spent on academic work. We found that students who study the fine arts report higher rates of mental distress, stress, and spend more time on academic work than do their non-art major peers. We offer recommendations for therapists working in university and college counseling settings.

This article explores Foundation Year students' experiences of Higher Education learning. The research took place during the COVID-19 pandemic and provided a unique opportunity to formulate factors which contribute to the success of a Foundation Year programme. During the pandemic, the demand to study from home, created uncertainty as to whether students, classically with low confidence, reliant on university support, would cope away from a high level of face-to-face guidance during national lockdown. This article draws on qualitative data from interviews with six students from one University in England. Bourdieu's concepts of habitus, field and capital demonstrate students can develop capital through a Foundation Year programme. This capital can be utilised during extreme learning situations like COVID-19. The findings show that the students felt prepared for independent, online learning due to the capital they had developed during the Foundation Year of their course. Initial analysis, from this small-scale project, identifies five factors which suggest an environment which is conducive to achieving study success for Foundation Year students. These factors contribute to a shift of habitus from when they first started at university.

Traditional exam reviews are passive and face many challenges to prepare students for exams. In this study, we proposed the Tab-Meta Key model, which emphasizes five major factors (time, accountability, big picture, key concepts, and metacognition) and is supported by prior literature. We also designed an exam review based on this model. This exam review is scientifically optimized regarding review contents, activity design, time management, and synergistic effects among different pedagogies. We also evaluated the effectiveness of the Tab-Meta Key-based exam review in Introductory Biology I. Our results demonstrated statistically significant improvement on students' academic performances as well as positive student perceptions. The Tab-Meta Key model proposed in this study can be implemented in other STEM courses.

This study was conducted to determine if embedding effective study strategies in a course would result in an increased use of these strategies and, therefore, increase success and retention in introductory-level science, technology, engineering, and math (STEM) courses. An interdisciplinary team of STEM faculty members created study strategies video modules that were embedded in their courses. A concurrent course in the same subject was taught without the modules, with this course serving as a control. Data were collected regarding course content knowledge, study strategies awareness, study strategies use, student confidence, course completion, course success, and course retention. Over the course of 3 semesters, faculty team members collected data via pre- and posttests and surveys. Completion, success, and retention data were obtained from college records. A significant change (p < 0.0001) in the use of flashcards, interleaving, spaced practice, and the Pomodoro Technique was seen in students exposed to the study strategies modules. A significant change (p < 0.01) was also seen in time management in the experimental group. Although results indicate that exposure to study strategies makes students aware of their skill deficits, efficacy data indicate that other factors keep them from fully adopting new study techniques.

Use of digital flashcards promotes active recall, spaced repetition, and self-assessment academic principles. This work explores the association and dose-dependent effect of this study method and locomotor (LP) and cardiovascular physiology (CP) grades. A single-faculty cohort study of medical LP and CP students was conducted, and 155 and 676 flashcards, respectively, were created through Moodle. An exploratory analysis examined three exam results (2019), and a confirmatory study used a fourth exam (2021) in another CP cohort. Of 685 students enrolled, 558 participated in the exploratory analysis: 319 (69%) for LP and 311 (84%) for CP, of which 203 LP and 267 CP students were flashcard users. Median grades were higher among flashcard users, and the number of cards reviewed was positively correlated with grades (r = 0.275 to 0.388 for LP and r = 0.239 to 0.432 for CP, P < 0.001). Multiple linear regression models confirmed a positive dose-dependent association between results and the number of flashcards studied: for every 100 LP cards reviewed, exam grades increased 0.44-0.75 on a 0-20 scale range (P < 0.001), and for every 1,000 CP flashcards, results raised 0.81-1.08 values (P < 0.05). These findings were confirmed in the 2021 CP cohort of 269 participants, of whom 67% were flashcard users. Digital flashcard revision has a consistent positive dose-dependent association on LP and CP grades.

The present study investigated enhancing undergraduates' epistemological beliefs by integrating epistemological insights into a regular university course using an immersion framework. It was conducted with second-year students in the Department of English Language and Cultures in an Algerian university. The 48-student group received a two-semester study skills course designed with built-in notions about the nature, construction, sources, and certainty of knowledge, along with the original course content. A 19-subject group received a traditional study skills course. Both samples' epistemological beliefs were measured using Baxter Magolda's epistemological reflection model before and after the treatment. A qualitative analysis of the data indicated a significantly greater increase in the sophistication of the treatment group's epistemological beliefs when compared to the control group. These results highlight the considerable potential that a curriculum design informed by personal epistemology research has to offer to all educational endeavors and, hence, to overall epistemological complexity in society. Recommendations are made for policymakers, instructional designers, and teachers.

Whether higher education students' approaches to studying are amenable to change, is disputed. In this study, Norwegian occupational therapy students' (n = 263) approaches to studying were assessed annually across the three-year course, with the aim of exploring changes during the undergraduate study program. Sociodemographic information and the "Approaches and Study Skills Inventory for Students" were completed. Changes during the follow-up period were analyzed using linear mixed models for repeated measures. A significant increase in deep approach scores and a decrease in surface approach scores during the study program was revealed. The strategic approach remained unchanged, but with a difference between education institutions. Overall, the study suggests that the students' approaches to studying changed in a positive direction during the study program. Attention should be given to students at risk of adopting a surface approach to studying and to the individual and contextual elements influencing study behaviors.

Research in cognitive science has highlighted the effectiveness of several learning techniques, and a number of studies have analyzed their prevalence among university students and their relationship with academic achievement. In this study, we surveyed a large, heterogeneous sample of secondary school students to reveal how often they use research-supported techniques in comparison with other frequent techniques, and we analyzed the association between their study strategies and school achievement. We also assessed the associations between study techniques and several students' beliefs and attitudes toward learning (self-efficacy, goal orientation, control beliefs, growth mindset, and examination anxiety). Results showed that, except for distributed practice, only those techniques that are supported by previous research yielded an association with achievement, and they exhibited higher associations with self-efficacy, growth mindset, control beliefs, and learning goal orientation than non-supported techniques.

Academic advising is a common student success and retention strategy, but most research focuses on student satisfaction rather than traditional measures of student achievement, such as grade point average (GPA). The current study examined how academic advising predicts student GPA. The findings support the idea that Advisor Accountability and Advisor Empowerment are important predictors of student success, along with Study Skills and Perceived Support. Additional analyses revealed that students who scored higher on Study Skills and Perceived Support reported better grade point averages.

Online video games have become popular among teenage students and have drawn the attention of both parents and teachers in Nepal. We report an analysis of secondary students' experiences of playing online video games and parents' perception of their children's game behaviour. We employed online semi-structured interviews with students and parents, and observation of students' game activities. This paper reports on how online video games developed students' independent study skills and autonomous learning abilities. Video games can be an assistive tool to engage teenage learners in collaborative and autonomous learning activities. Parents, however, perceived that video games unless specifically designed for educational purposes, can negatively impact students' health. Findings suggest that the appropriate integration of video games into educational practices can strengthen students' self-learning habits and develop their capabilities.

Highschool homework as an integral part of the study skills benefits students' learning outcomes significantly. Consistency of completing homework contributes to rising scores in any given assignment such as quizzes, regular tests, standardized tests, etc. The purpose of homework aims at different targets and it is designed for specific groups and occasions. Generally, there are four types of homework: a) Practice, b) Preparatory, c) Extension, and d) Integration. On the other hand, there is a great variety of homework with various tasks. The daily length of the high school assignments is within the frame time of ninety minutes to three hours. Too long or too short time consuming on completing the task does not result effectively in positive learning outcomes. The optimal time for completing an assignment resonates with the Aristotle mean, and it provides maximum benefits in learning outcome. Despite the fact of the dispute between education stockholders on benefits of homework, they still agree that homework elevates study skills to a certain degree with regard to the exams or study skills.

The historical dearth of qualified anatomy educators has been thoroughly discussed in the literature. In recent years, several graduate, postdoctoral, and continuing education programs focused on anatomy education have emerged at various institutions specifically designed to meet the growing demand for qualified anatomy faculty. While these programs provide students with courses and experiences that facilitate the transition to faculty, many graduate students do not get the opportunity to be a course director during their time as a graduate student, despite the fact that many of these individuals will enter into teaching-intensive faculty positions upon graduation. This phenomenological study seeks to describe the experiences of individuals who taught a study skills course at a large midwestern university to undergraduate anatomy students. The individuals were interviewed to discuss their experiences directing the course, which ranged anywhere from one to six semesters. The interviews were recorded and transcribed, and thematic analysis of the transcripts revealed four primary themes: flexibility, autonomy, student-centered, and broader pedagogical impacts. This opportunity allowed them to structure their own course, helped them interact and communicate with students better, and allowed them to implement activities in the classroom based on their personal pedagogical and research interests. It also promoted the development of skills and knowledge needed by aspiring educators and better prepared them for their future faculty positions. Such an experience is worth offering graduate students, when possible, to facilitate the transition from student to faculty member.

The COVID-19 pandemic brought the learning process into the home and family space, such that parent marital status can affect the student's studies. These circumstances might pose a challenge for students in general and in particular for those coping, in addition to COVID-19, with family difficulties such as their parents' divorce. Hence, it is necessary to examine how family situations affect students' functioning and motivation to study. The current study seeks to address the issue of motivation to study among children of divorced parents versus children of married parents, particularly following the effects of distance learning during COVID-19. This is a pilot study that explores the association between motivation to study in a time of crisis (COVID), which requires a new (digital) study skill, and familial status, family support. In order to relate to this issue, we conducted a study among 148 respondents, school children aged 12-18. Forty-three percent of the respondents were children of divorced parents, while 52.7% were the children of married parents. Through questionnaires, these respondents addressed their parents' marital status and their attitude to distance versus face-to-face learning. The study also addressed the motivation of these teenagers to study and the association between the different learning methods and parent marital status. The research findings indicate that children of divorced parents have lower intrinsic motivation than children of married parents. It was also found that the variable most influencing motivation to study is learning in the face-to-face method, at 17.1%. A decline in motivation in general, and higher extrinsic motivation among children of divorced parents, derive mainly from parent marital status and the complexities stemming from parents' divorce. The unstable psychological state of children of divorced parents, both in general and during COVID-19 in particular, affect the level of motivation to study. The findings of the current study indicate the complexities experienced by students during distance learning, their preferences for a certain study method, whether face-to-face or online, and their motivating factors, whether extrinsic or intrinsic. In addition, the study indicated the significance of family support, with its complexities. The research findings may have considerable consequences for the coping of students from different types of families, in normal times in general and in times of crisis in particular.

As the COVID-19 pandemic was spreading rapidly throughout the world, the most widespread reaction in many countries to curtail the disease was lockdown. As a result, educational institutions had to find an alternative to face-to-face learning. The most obvious solution was e-learning. Conventional tertiary institutions with little virtual learning experience had to deal with an unprecedented challenge. This study delineates practices that can be suggested for conventional institutions of tertiary education that may be planning to acquire more e-learning experience in the post-COVID era so that they may be better prepared to move on beyond traditional classroom teaching. The qualitative research method was utilized to carry out this study. The data collected for the study comprised mainly two sources: the existing literature that tackles the issue of how tertiary institutions around the world shifted to e-learning during the pandemic, and an analysis by the researchers of COVID-related circulars that were issued by the Saudi Ministry of Education and by Prince Sattam bin Abdulaziz University. The review of related literature and the analysis of the circulars enabled the researchers to produce a number of suggestions aimed at improving the e-learning experience of conventional tertiary institutions. The researchers followed five steps in their literature review: (1) pinpointing search terms and then creating a search strategy and implementing it; (2) sorting the studies gathered, excluding duplicates and studies deemed irrelevant, and decreeing standards for deciding what to keep and what to rule out; (3) evaluating the studies in the light of those standards; (4) obtaining data; and (5) analysing data. This study does not recommend that conventional tertiary institutions become 100% online, but it does suggest that those institutions should make some learning content digitally accessible, build community partnerships, encourage self-study skills among students, help students change their learning style from passive to active, and revisit their e-assessment practices. This paper also stresses the importance of giving further support to teaching staff, sheds light on how institution buildings can reopen smoothly as the restrictions ease, discusses what factors influence the outcomes of e-learning, and tackles the issue of student dropouts during the pandemic. This study concludes by outlining the important notion of adopting blended learning and developing e-learning programs on an international scale.

Since the 1920s, colleges have offered how-to-study courses orientating students to the rituals of academic study. We present an historical overview of these courses by highlighting major developments including the emergence of courses that evolved from skill-based curriculum underpinned by behaviorism to strategy-based curriculum underpinned by cognitive psychology and self-regulation theories. We also focus on two unique common iterations of course categories offered today: first-year seminars, which were re-envisioned by the University of South Carolina in the 1970s, and theory-based learning strategy courses, often referred to as learning frameworks courses, which emerged in the 1970s at two Texas universities.

This paper provides a self-regulated learning intervention activity to help college students who are struggling with time management and study efforts. The activity is modeled on theory and empirical evidence related to the science of learning. The intervention activity is a weekly course completion plan designed for a specific course. Students are prompted to motivate their study efforts, plan and schedule course-specific study tasks, and work through strategies to complete tasks. Prompts also include distraction control, help-seeking, and metacognition. The weekly plan may be customized for any course and offered to students who need guidance in learning.

Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and information literacy skills in their courses (Cilliers, 2012; Crosthwaite et al., 2006; Mager & Spronken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. This study sought to explore the skills expectations of instructors and whether students are capable of identifying or articulating the academic skills they are required to develop in to succeed in third-year undergraduate university courses. We discovered a discrepancy rate of approximately 63% between instructor and student responses when exploring differences in instructor expectations and student interpretations of academic skills indicated on course outlines. Data from this study suggests that instructors and students do not always share the same understanding of the skills required to complete course work and to be successful in assessments. With the support of learning, writing, and research specialists, instructors can embed academic skill development in the curriculum.