Marloes Broeren, Peter Verkoeijen, Lidia Arends, Guus Smeets
{"title":"实用价值是关键。探究高等教育中学生学习有效认知学习策略的动机因素","authors":"Marloes Broeren, Peter Verkoeijen, Lidia Arends, Guus Smeets","doi":"10.1002/acp.4220","DOIUrl":null,"url":null,"abstract":"<p>Effective cognitive learning strategies are beneficial for learning and long-term retention. However, higher education students often rely on surface-level strategies like reading and underlining. Interventions to support effective cognitive strategy use have addressed knowledge, beliefs, planning, and commitment. This latter aspect and its relation with motivation has remained underexposed. Therefore, this study aimed to answer the following research question: What factors contribute to student motivation for effective cognitive strategy use during self-study in higher education? First-year vocational university students participated in focus group discussions (<i>N</i> = 100), and completed a strategy questionnaire (<i>N</i> = 217). Results showed that students used combinations of effective cognitive and surface-level strategies based on successful past experiences. Perceived utility value of strategies for students' performance-oriented goals contributed considerably to motivation, and students reduced perceived costs by combining self-study with non-academic activities. Incorporating these aspects in strategy support could be next steps for future interventions.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4220","citationCount":"0","resultStr":"{\"title\":\"Utility value is key. Exploring factors that contribute to student motivation for effective cognitive learning strategies in higher education\",\"authors\":\"Marloes Broeren, Peter Verkoeijen, Lidia Arends, Guus Smeets\",\"doi\":\"10.1002/acp.4220\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Effective cognitive learning strategies are beneficial for learning and long-term retention. However, higher education students often rely on surface-level strategies like reading and underlining. Interventions to support effective cognitive strategy use have addressed knowledge, beliefs, planning, and commitment. This latter aspect and its relation with motivation has remained underexposed. Therefore, this study aimed to answer the following research question: What factors contribute to student motivation for effective cognitive strategy use during self-study in higher education? First-year vocational university students participated in focus group discussions (<i>N</i> = 100), and completed a strategy questionnaire (<i>N</i> = 217). Results showed that students used combinations of effective cognitive and surface-level strategies based on successful past experiences. Perceived utility value of strategies for students' performance-oriented goals contributed considerably to motivation, and students reduced perceived costs by combining self-study with non-academic activities. Incorporating these aspects in strategy support could be next steps for future interventions.</p>\",\"PeriodicalId\":48281,\"journal\":{\"name\":\"Applied Cognitive Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-06-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4220\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Applied Cognitive Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/acp.4220\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Cognitive Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/acp.4220","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
Utility value is key. Exploring factors that contribute to student motivation for effective cognitive learning strategies in higher education
Effective cognitive learning strategies are beneficial for learning and long-term retention. However, higher education students often rely on surface-level strategies like reading and underlining. Interventions to support effective cognitive strategy use have addressed knowledge, beliefs, planning, and commitment. This latter aspect and its relation with motivation has remained underexposed. Therefore, this study aimed to answer the following research question: What factors contribute to student motivation for effective cognitive strategy use during self-study in higher education? First-year vocational university students participated in focus group discussions (N = 100), and completed a strategy questionnaire (N = 217). Results showed that students used combinations of effective cognitive and surface-level strategies based on successful past experiences. Perceived utility value of strategies for students' performance-oriented goals contributed considerably to motivation, and students reduced perceived costs by combining self-study with non-academic activities. Incorporating these aspects in strategy support could be next steps for future interventions.
期刊介绍:
Applied Cognitive Psychology seeks to publish the best papers dealing with psychological analyses of memory, learning, thinking, problem solving, language, and consciousness as they occur in the real world. Applied Cognitive Psychology will publish papers on a wide variety of issues and from diverse theoretical perspectives. The journal focuses on studies of human performance and basic cognitive skills in everyday environments including, but not restricted to, studies of eyewitness memory, autobiographical memory, spatial cognition, skill training, expertise and skilled behaviour. Articles will normally combine realistic investigations of real world events with appropriate theoretical analyses and proper appraisal of practical implications.