Metacognitive illusion or self-regulated learning? Assessing engineering students\u2019 learning strategies against the backdrop of recent advances in cognitive science

Aim/Purpose: This study aimed to explore whether students’ self-reported use of various learning strategies affected their perceptions on different course activities as well as their perceived performance in terms of both cognitive learning outcomes and general skills. Background: In a highly active learning environment that incorporates research into teaching, the effective use of various learning strategies is considered of high importance for the successful engagement of students. Yet, this line of research has mainly focused on individual learning. Shifting from individual to collaborative learning settings, the current study investigated whether students’ use of self-regulated learning, peer learning, and help seeking strategies influenced their perceptions on both the group activities and the respective outcomes. Methodology: At the beginning of the course, 81 first semester postgraduate students self-reported the level of use of self-regulated learning, peer learning, and help seeking strategies by filling in the respective subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Then, groups of 3 or 4 students were formed and instructed to create several learning artifacts of different types and conduct a peer-tutoring session, based on a topic assigned to them by the teacher. Additionally, the same groups conducted a research project of their own choice within course topics. Students’ final grade served as an indicator of their academic performance. At the end of the semester, students filled in a questionnaire eliciting their perceptions on the process and the outputs of the course activities. Finally, through statistical analysis of students’ responses to the questionnaires, the influence of learning strategies on students’ perceptions and their academic performance was examined. Contribution: Our findings contribute to the literature regarding the research-teaching nexus in higher education settings. More specifically, the study shows how students’ self-reported use of learning strategies affects students’ perceptions on the activities they were engaged in, their achievement of cognitive learning outcomes, and their skills development in a research-integrated course design. Findings: Students perceived differently the value of producing and studying learning artifacts. Students who scored higher in the self-regulated learning and peer learning subscales of MSLQ perceived their role as more active in the preparation of the presentation for the peer-tutoring session, which was the artifact that required higher level of interaction among the group members. Students’ final grades were influenced partially by their self-reported use of different learning strategies. Recommendations for Practitioners: Integrating research into teaching through the assignment of research-related tasks to students can promote students’ acquisition of domain knowledge and research skills. The merits of this approach can be further strengthened by having students working in groups and providing the outputs of their involvement in the research-related activities as learning material for their peers. Furthermore, students’ individual characteristics (e.g., use of learning strategies and preferences should be taken into account when designing course activities). Recommendation for Researchers: Researchers should continue to explore the way that various learning strategies influence different aspects of the learning process, especially in the achievement of cognitive learning outcomes and the development of general skills. Impact on Society: Creating learning environments that foster students’ active engagement with the course material and peer collaboration should be a vital goal of higher education institutes as it can improve students’ performance and promote the necessary skills for self-directed and autonomous learning, a key competence in the modern workplace. Future Research: In this study, both cognitive learning outcomes and general skills were assessed by students’ final grade. In a future study, distinguishing these different types of learning outcomes would allow us to examine in more detail the impact of students’ learning strategies and course activities on the accomplishment of cognitive learning outcomes and general skills.

We aim to develop a real-time feedback system of learning strategies during lesson time to improve academic achievement. It has been known that mutual viewing-based learning is an effective educational method. However, even though mutual viewing is an effective lesson style, there are effective or ineffective learning strategies in the learners’ individual activities. In general, the method of evaluating learning strategies is a questionnaire survey. However, the questionnaire cannot measure the learning strategies in real time. Thus, it is difficult to detect the students who use ineffective learning strategies during lesson time in real time. Recently, a system that can measure the learning strategies in real time has been developed. Using this system, it is possible to detect students who use ineffective learning strategies during lesson time on the mutual viewing-based learning. From this point of view, we aim to develop a recommendation system for real-time learning strategies for teachers and students to achieve a highly educational effect. For this purpose, we must know the features of effective or ineffective learning strategies via a system that can measure learning strategies. In this paper, we report the discovery of features of effective or ineffective learning strategies based on the data-mining approach using thek-means method, transition diagram, and random forest. We classified the time-series learning strategies over 40 min into 216 strategies and surveyed the improvement probability of academic achievement via a random-forest-based classification model. By embedding our results into the system, we may be able to automatically detect students who use ineffective learning strategies and recommend effective learning strategies.

Students frequently rely on ineffective learning strategies instead of those that promote long-term retention. This is not simply a matter of lacking metacognitive knowledge. Research on self-regulated learning typically emphasizes that students deliberately avoid effective strategies due to time and effort demands, or because their academic goals can be met without them. In this paper, we aim to expand this perspective by investigating the role of non-deliberate, habitual behaviors in students’ self-directed use of learning strategies. Drawing on key principles of habit and habit formation, we argue that particularly ineffective learning strategies tend to develop strong habitual tendencies. An overreliance on them may therefore stem not only from a lack of deliberate choices but also from their automatic activation in response to environmental cues. We explore this idea both theoretically, by analyzing how ineffective strategies align with habit characteristics, and empirically, through a proof-of-concept study comparing the habit strength of strategies that differ in effectiveness. By framing learning strategy use through a habit-based lens, we highlight non-deliberate learning behavior and discuss possible implications for interventions that leverage behavior-change principles to promote the adoption of effective strategies.

Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

Self-regulated learning is an important element of student performance and has been found to be linked with content domains. Aviation courses are complex yet serve as the foundation for student success in the flight environment. Since it is critical that students master the content, it is important to determine how students approach learning in these courses. Participants in this study completed a survey consisting of course-related selected-response questions, and open-ended questions focusing on their study habits. Results of the study portray an interesting insight into the learning strategies used by collegiate aviation students. Analyses appear to indicate that learning techniques may need to be improved to promote more successful learning in these types of courses. Improving Learning in Aviation Contexts Students entering collegiate aviation programs with the dream of becoming an airline pilot face unique educational challenges. Learning to operate sophisticated modern aircraft equipped with advanced technologies in the flight environment places intense academic requirements on students. The thrill of flight alone does not necessarily carry students through difficult scientific and technical content. Traditional aviation curricula are comprised ofboth classroom and flight components. Before students can perform effectively in the flight environment, it is imperative that they have a thorough understanding of the various aspects of flight. In general, the classroom component is designed to provide students with the principles underlying the application oftechnicalknowledge as well as information regarding meteorology, physics, governmental regulations, air traffic control and operations within the national airspace. Because of the depth and complexity of the subject matter, students need to use learning and comprehension monitoring strategies that will enable them to become cognitively engaged. They need to invest effort to make connections, elaborate, translate, organize and reorganize in order to think and process deeply. For many, the subject matter covered is unfamiliar, and unlike any topics they may have encountered during their high-school years. The classroom component, however, plays a critical role in providing the student with a strong foundation of knowledge. To be effective, aviation academic programs must ensure that the educational process involves an in-depth, effective transfer of knowledge across a broad spectrum of aviation subjects (Karp, Turney, Green, Sitler, Bishop, & Niemczyk, 2002). As in most collegiate classrooms, aviation classrooms consist of a variety of learners some struggling, some strategic and some exhibiting characteristics of either fiom time to time. Students that struggle have difficulty learning and remembering; much that they encounter is perplexing and fiustmtiug. If they do not perform successfully on a task, they may experience feelings of defeat, discouragement, and even apathy. On the other hand, students that are strategic seem to learn rapidly and with apparent ease. They approach instructional tasks with a high degree of confidence that they can accomplish the task. They understand that learning is an active process and they must take responsibility for doing it. Strategic learners are actively engaged with the material, and have some awareness of when they are learning it, and maybe more importantly, when they are not. They look at learning as a process they control (Eggen & Kauchak, 1999; Weinstein & Hume, 1998). In general, most educational activities are teacherdirected with students attempting to cany out the instructional activity using the learning strategies they know. Unfortunately, many students have a limited set of Page 19 JAAER, Fall2008 1 Niemczyk: Student Approaches to Learning in Aviation Contexts Published by ERAU Scholarly Commons, 2008

Based on entrepreneurial psychology, the current situation of foreign students’ use of learning strategies in Chinese learning is explored, the overall situation of learning strategies in this process is analyzed, and the relationship between foreign students’ use of learning strategies and various factors are obtained through the designed questionnaire survey. First, a questionnaire suitable for the research respondents is designed to investigate the current situation of foreign students’ use of learning strategies in Chinese learning; second, 200 questionnaires are distributed, and 195 questionnaires are recovered, with a recovery rate of 97.5%. After the invalid questionnaire is excluded, the effective rate is 95%; furthermore, the reliability of the questionnaire data is analyzed by SPSS25 software, and Cronbach’s α coefficient is 0.869, which proves that the questionnaire has high reliability; finally, the overall situation of foreign students’ use of learning strategies in Chinese learning is analyzed from the aspects of their majors, their levels of Chinese proficiency, Chinese learning time, age and personality. The results show that the frequency of using cognitive strategies in learning Chinese is the highest, with a score of 3.689; There is a positive correlation between the use of learning strategies and the degree of proficiency of Chinese; Among them, the foreign students who have studied for 2–3 years use learning strategies the most frequently, and the students aged 28–32 use learning strategies the most frequently in the Chinese level test 4. This study provides new ideas for foreign students’ Chinese teaching and has a certain reference for foreign students’ Chinese teaching strategies.

Managing learning efforts and self-regulation skills are crucial for academic performance. Graduate students are considered more mature and utilize more sophisticated learning strategies than undergraduates. However, during the COVID-19 pandemic, they may have struggled with challenging academic tasks, transition to online course modality, and additional family responsibilities. This study examines how graduate students’ adjustment, mental health, and motivation impact their use of self-regulated learning (SRL) strategies. An anonymous online survey was distributed via Qualtrics between November and December 2021. The survey incorporated a demographic questionnaire, College Adjustment Test (CAT), Depression, Anxiety, and Stress Scale (DASS-21), and selected subscales from the Motivated Strategies for Learning Questionnaire (MSLQ). The study gathered responses from 301 graduate students enrolled at a large southeastern university in the United States. Data were analyzed using Structural Equation Modeling. The final model suggests that mental health and motivation factors may significantly and directly impact SRL strategies. Within the model, mental health factors, such as stress, seem to positively affect SRL strategies, while depression suggests a negative impact. Intrinsic motivation and self-efficacy in motivation had a positive influence on SRL strategies based on the model. Additionally, graduate students’ adjustment could influence their use of learning strategies via the mediation of these mental health and motivation factors. The opposite effects of positive and negative adjustment, as mediated by stress, depression, intrinsic motivation, and self-efficacy were also discussed.

This study aims to describe the ability to write biographical texts without, with, and how the effect of using Contextual Teaching and Learning (CTL) learning strategies on the ability to write biographical texts in class X SMA N 2 Lintau Buo. This type of research is quantitative research with experimental methods. The results of the study are described as follows. First, the students' biographical text writing skills before using the Contextual Teaching and Learning (CTL) strategy of class X students of SMA N 2 Lintau Buo with an average of 57.47. Second, students' biographical text writing skills after using the Contextual Teaching and Learning (CTL) strategy of class X students of SMA N 2 Lintau Buo with an average of 70.97. Third, the skill of writing biographical texts using Contextual Teaching and Learning (CTL) learning strategies in learning is better than before using Contextual Teaching and Learning (CTL) learning strategies. Fourth, there is a significant effect of the use of learning strategies on the skills of writing biographical texts for X grade students of SMA N 2 Lintau Buo because tcount > t table (4.32 > 1.67), so H0 is rejected and H1 is accepted. This means that there is an effect of using Contextual Teaching and Learning (CTL) learning strategies on the ability to write biographical texts for X grade students of SMA N 2 Lintau Buo. So, it can be seen that there is a significant effect between the use of Contextual Teaching and Learning (CTL) strategies on learning the skills of writing biographical texts for the tenth graders of SMAN 2 Lintau Buo.

This study investigates how in the self-regulation of learning (SRL; Pintrich 2000; Zimmerman, 2000), the motivational and affective factors are related to regulation strategies of behaviour and context, and learning strategies - and identifies different profiles in SRL. The study also aims to explore which factors of SRL are related to study success and study progress during master degree studies. The data consist of undergraduate students’ (N = 1248) responses to IQ Learn self-report questionnaires, and of data (n = 229) retrieved from the university ’ s study register. The results revealed that the sub-processes of SRL: motivational and affective components, regulation strategies and learning strategies are systematically related with each other. In addition, motivational and affective factors, especially Intrinsic motivation predicted the use of strategies regulating behaviour and context and the use of learning strategies. Study success correlated slightly positively with accumulation of credits indicating that students with better grades proceed efficiently in their studies. Yet, accumulation of credits was evidenced to relate slightly and negatively with expectancy components of SRL and the use of deep learning strategies. Finally, three student profiles in SRL were encountered: (1) Aiming high with insufficient SRL, (2) Excellent in SRL, and (3) Distressed performers. Educational implications and the needs for future research are discussed.

The purpose of this study was to investigate the Iranian EFL learner’s rote learning (RL) strategy use among vocabulary learning strategies. It also intended to find out whether the students' level of L2 proficiency would affect the pattern of their rote learning strategy use. To conduct the study, fifty Iranian EFL learners, studying English at the private language institute, were selected to participate in the experiment, and then, they were divided into low and high intermediate levels based on their scores on FCE test. Two instruments were used to collect the needed data, i.e., a vocabulary learning strategy questionnaire, a vocabulary test. The vocabulary learning strategy questionnaire and the vocabulary test were administered in two consecutive weeks and students completed them in the classroom. The results indicated that Iranian EFL learners used rote learning strategies more frequently than other categories of memory strategy. Besides, the results showed that there was some statistically significant difference between high and low-intermediate learners regarding their rote learning strategy use.

Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference for Languages. Questionnaire surveys, narrative frames, and semi‐structured interviews were used to collect the data remotely during the COVID‐19 pandemic. The results of quantitative data analysis showed that SRL strategy use is a significant predictor of task engagement. The results of the qualitative analysis also pointed to the importance of SRL strategies, including (meta)cognitive, (meta)affective, (meta)motivational, and (meta)social strategies, to maintain task engagement. The results of the study may be used to inform English language teachers, learners, materials developers, and measurement instrument developers.

Students’ ability to retrieve acquired knowledge long-term is critical for every discipline. The research on learning shows undergraduate students use ineffective learning strategies, misjudging passive vs active ways of learning, and prioritizing grade over long-term learning, while they could achieve both by switching to effective learning strategies. Moreover, first generation graduates may be at a disadvantage as they have less opportunity to learn from family member experience. Sixty percent of students who attend medical, dental or graduate school continue to use ineffective strategies, e.g., re-reading. Our goal was to discuss learning strategies with our incoming graduate students to encourage them to switch to effective ones. We held four consecutive weekly sessions before courses started to discuss the book by Dr. Saundra McGuire entitled, “Teach yourself how to learn”. Incoming graduate students read a few chapters for each session and discussed what they had read with facilitators and senior students, who shared their own experience about the program and provided advice. The final session revisited the various concepts with short podcasts highlighting the different points. A majority of our students were willing to modify their study habits and will be surveyed regularly to assess whether they continue to use effective learning strategies. More importantly, students who switched to effective learning strategies understood concepts better and scored higher on exams, including comprehensive exams. Our study suggests that regularly discussing effective learning strategies with graduate students is easy to implement, and may be beneficial to their understanding of material, performance and long-term retrieval. Supported by None

Problem statement: Strategies play a significant role in assisting learners with developing language competence. During the past few years, numbers of studies demonstrated the importance of learning strategies in language learning. Approach: Positive relationship between strategy use and reading comprehension was presented and the differences of strategy use between successful and less successful learners were highly discussed in much research. Successful learners use learning strategies more frequently and effectively than unsuccessful learners. In addition, O’Malley and Chamot (1990) claimed that successful learners know how to choose learning strategies more appropriately. Based on those studies, the evidence of strategy use on different learners is clearly presented. However, few studies have explored the effect of different learning styles on strategy use between high achievers and low achievers, especially in an EFL context. Results: Thus, in this study, learning styles in influencing strategy use were examined. The researchers investigated the relationship between learning styles and strategy use on learners with different language proficiency levels. To do that, the subjects of the study were 71 non-English majors in New Taipei City and they were divided into two language proficiency levels (high and low) based on the English Proficiency Test. Two questionnaires (learning strategy use and learning style) were used to examine the effect of learning styles on reading strategy use. Conclusion: Based on the findings, implications are presented that may be useful to teachers making learners more independent and more effective in language learning.

Despite introduction of Information Communication Technology in schools by Government of Kenya, minimal research has been done on influence of learning strategies in information communication technology use on academic self-concept of pupils. Poor trends in academic achievement are associated with pupils’ low academic self-concept as an outcome of continued use of traditional learning strategies. The purpose of the present study was therefore to investigate the influence of learning strategies in the use of information communication technology on pupils’ academic self-concept. Multimedia Learning Theory, Collaborative Learning Theory and the Self Theory of Personality Development formed the theoretical framework of the study. A causal comparative ex post facto research design was used. The study employed mixed methods research by integrating qualitative and quantitative research. The study was done in Bungoma County. The target population was Standard Seven pupils in public primary schools in Bungoma County. A sample of 375 pupils was involved. Purposive sampling was used to select schools with computer program as treatment group and simple random sampling for schools using traditional learning strategies as comparison group. Independent and dependent variables were learning strategies and academic self-concept respectively. Data was collected through an adapted questionnaire with Academic Self-concept Scale and Learning Strategy Rating Scale for learning strategies. Oral interviews and non-participant overt observations were used to collect qualitative data from pupils and teachers who handled learners in the laptop computer programs. The reliability and validity of the instruments was established through a pilot study in 2 sampled schools which were not included in the main study. Data management and analysis was done using both inferential and descriptive statistics using Statistical Package for Social Sciences program. Pearson product moment correlation and t-test were used for inferential statistics. Results showed that significant differences in academic self-concept existed between pupils using traditional learning strategies and those using learning strategies in the use of ICT (t = 3.990, df = 238, p< 0.05), (t= 4.256, df = 238, p< 0.05) and (t= 2.014 df=251, p<0.05). Apart from Individual Learning Strategy in the use of computer, Child-to-Child and Child-teacher learning strategies were found to have significant relationships with academic self-concept [r(186)= 0.300, 0.275 and 0.311, p< 0.05]. Recommendations for adoption of learning strategies in information communication technology use in classroom teaching and learning, policy development in education and curriculum development were made. Further research using pre-test and post-test experimental design with control group using samples at other levels of education and on individual subject academic self-concept was recommended.

Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another?