Insights into Study Strategies and Habits: A Study with Undergraduate Students in Spain and the U.K.

Autor/inn/en	Fergus, Suzanne; Heelan, Amy; Ibrahim, Sara; Oyman, Hasan; Diaz-de-Mera, Yolanda; Notario, Alberto
Titel	Insights into Study Strategies and Habits: A Study with Undergraduate Students in Spain and the U.K.
Quelle	In: Journal of Chemical Education, 98 (2021) 10, S.3084-3089 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fergus, Suzanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00126
Schlagwörter	Study Habits; Metacognition; Learning Strategies; Cross Cultural Studies; Student Attitudes; Undergraduate Students; Student Surveys; Self Evaluation (Individuals); Decision Making; Time Management; Foreign Countries; Spain; United Kingdom + Suchen Sie Ihr Suchwort? Study behavior; Study behaviour; Studienverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cultural comparison; Kulturvergleich; Schülerverhalten; Schülerbefragung; Decision-making; Entscheidungsfindung; Zeitmanagement; Ausland; Spanien; Großbritannien
Abstract	The approach that students take in their studies at university is critical not only for their academic success but is equally important in life-long learning for their career and professional development. Cognitive science has demonstrated that retesting oneself on material when learning enhances and promotes greater retention of knowledge compared to rereading the material. Learning that is spaced out over multiple study sessions also allows for greater retention of knowledge in the longer-term compared to "cramming" of information. A survey study with first- and second-year undergraduate students (n = 135) at a university in Spain and in the U.K. was carried out to investigate the study strategies and habits prevalent in these cohorts and to explore the extent of their metacognitive awareness. It was found that most students endorsed self-testing but also suboptimal study methods such as rereading, copying notes, and cramming. There was evidence of differences between the U.K. and Spain in relation to decisions for prioritizing studying, returning to review course material, and time of study. A key conclusion is the need to embed and emphasize effective strategies for learning into curricula and for faculty to have metacognitive awareness in their teaching. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01