In higher education, many students make poor learning strategy decisions. This, in part, results from the counterintuitive nature of effective learning strategies: they enhance long-term learning but also cost high initial effort and appear to not improve learning (immediately). This mixed-method study investigated how students make learning…

This study aimed to investigate the interaction between exploratory behaviours and entrepreneurial opportunity recognition among agriculture students mediated by strategic learning and mindfulness. The study was conducted on agriculture students of Bu-Ali Sina University in Hamadan, Iran (N = 420). The sample was 200 people taken by the simple…

Learning strategies have been recognized as important predictors of mathematical achievement. In recent studies, it has been found that Asian students use combined learning strategies, primarily including metacognitive strategies, rather than rote memorization. To the best of the authors' knowledge, there is only one prior study including South…

Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer-supported collaborative inquiry approaches, such as KB--the focus of this…

Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive…

It is well-established that being a self-regulated learner is beneficial academically, motivationally and is considered essential for productive life-long learning. Despite this, there is limited evidence examining how different measures of self-regulation for learning (SRL) relate to task performance for young students learning in digital…

Imagination-to-learn is a specific learning strategy that has been studied in many academic fields. The present study investigated whether imagination is beneficial overall for learning compared to conventional study strategies, while also identifying moderator factors affecting the global effect. A meta-analysis was conducted by scientifically…

Our school career culminates in a set of exam results, but if students want to do well, attending lessons is not enough: the implicit expectation is that all students will reinforce learning independently outside of the classroom. Really effective learners employ effective independent study techniques, but when, how and where do they learn to do…

In the realm of mathematics education, geometry problems assume a pivotal role by fostering abstract thinking, establishing a connection between theory and practice, and offering a tangible portrayal of reality. This study focuses on comprehending problem-solving methodologies by observing the eye movements of 45 primary and multi-year grammar…

Distinguishing easily confusable categories requires learners to detect their predictive differences. Interleaved sequences -- switching between categories -- help learners to detect such differences. Nonetheless, learners prefer to block -- switching within a category -- to detect commonalities. Across two 2 × 2-factorial experiments, we…

Over 100 years of research shows that retrieval practice is highly effective for enhancing student learning. When managing their own study behaviors, however, students tend to avoid using retrieval practice as a way of learning. Understanding and improving students' study decisions is important given the increasingly autonomous nature of…

The online learning environment demands the ability to self-regulate, set up learning goals, monitor progress, and self-reflect on the learning process. Self-regulated learning (SRL) is an approach to learning where students actively have control over their behaviors. This student-centered, iterative process demands learners exhibit certain…

Students and workers require self-regulated learning (SRL) skills to meet the demands of the 21st century. These learners need to be actively engaged in learning by creating successful strategies for themselves directed toward specific goals. Many students, however, are not currently actively engaged in their learning and are thus ill-prepared for…

Digital support during self-regulated learning can improve metacognitive knowledge and skills in learners. Previous research has predominantly focused on embedding metacognitive support in domain-specific content. In this study, we examine a detached approach where digital metacognitive support is offered in parallel to ongoing domain-specific…

Two metacognitive knowledge types in deductive domains are procedural and conditional. This work presents a preliminary study on the impact of metacognitive knowledge and motivation on transfer across two Intelligent Tutoring Systems (ITSs), then two experiments on metacognitive knowledge instruction. Throughout this work, we trained students on a…