Struggling with Self-Study.

Through interviews with twenty-nine students who completed an educational psychology class that required self-study, the author investigates the relation between the amount of dissonance students experienced between their schemas for learning and the type of learning required by the course, as well as the type of knowledge the students constructed. Findings suggest that high levels of dissonance were associated with constructing knowledge about themselves as learners that students could transfer to new learning environments. Implications for practice in classes that push students to see learning as student centered are discussed. [ABSTRACT FROM AUTHOR]