Study strategy use among elementary school students: Is use of specific study strategies related to academic performance?

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Metacognition and Learning Pub Date : 2024-03-02 DOI:10.1007/s11409-024-09377-y

Yue Yin, Tian Fan, Wenbo Zhao, Jun Zheng, Xiao Hu, Ningxin Su, Chunliang Yang, Liang Luo

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Abstract

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.

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小学生学习策略的使用：特定学习策略的使用与学习成绩有关吗？

采用适当的学习策略对学业成功至关重要。以往关于特定策略的使用是否与实际教育环境中的学业成绩有关的研究结果并不一致，而且其参与者样本大多局限于本科生。本研究招募了大量的小学生样本（即 4331 名参与者），通过多层次线性回归模型来探讨特定策略的使用与学业成绩之间的关系，其中控制了两个潜在的混杂变量（即社会经济地位和性别）。结果显示，在控制了社会经济地位、性别和其他学习策略后，间隔学习、重读和寻求帮助的使用与小学生的学业成绩呈正相关。然而，使用自我测试、突出显示/划线、记笔记、总结、制作图表、制定学习计划和与朋友一起学习与小学生的学习成绩没有正相关。建议教师和家长鼓励儿童使用有效的学习策略进行学习，并教导他们如何最大限度地利用这些策略。

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来源期刊

Metacognition and Learning Multiple-

CiteScore

6.20

自引率

15.20%

发文量

期刊介绍： The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.