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dc.contributor.authorSusser, Johnathan
dc.contributor.departmentPsychologyen_US
dc.contributor.programBachelor's Degreeen_US
dc.date.accessioned2016-02-12T21:11:52Z
dc.date.available2016-02-12T21:11:52Z
dc.date.issued2011
dc.descriptionJulia Rogers Research Prize:Junior/ Senior Winner, 2011en_US
dc.description.abstractNumerous laboratory studies have demonstrated the long-term memory benefits of studying material in multiple distributed sessions as opposed to one massed session, given an identical amount of overall study time (i.e., the spacing effect). The current study goes beyond the laboratory to investigate whether undergraduates know about the advantage of spaced study, to what extent they use it in their own studying, and what factors influence its utilization. Participants (n = 285) completed a web-based survey responding to questions about their study behaviors, metacognitive awareness of spacing, the factors that contribute to the distribution of their study time, and independent measures of metacognitive self-regulation and use of elaboration study strategies. Results indicate that participants are aware of the benefits of spaced study and use it more than massing when they study, but do not implement it frequently. Students also endorsed several factors as important in the decision to distribute their study time. Further, level of metacognitive self-regulation and use of elaboration techniques were associated with the tendency to space material. Additional research is needed to examine student study habits in a naturalistic setting, and to explore effective ways to encourage behavior change through motivational and teaching techniques.en_US
dc.description.sponsorshipDr. Jennifer McCabeen_US
dc.format.extent33 p.en_US
dc.genreresearch papersen_US
dc.identifierdoi:10.13016/M2BF07
dc.identifier.urihttp://hdl.handle.net/11603/2259
dc.language.isoen_USen_US
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.titleFrom the Lab to the Dorm Room: Metacognitive Awareness and Use of Spaced Studyen_US
dc.typeTexten_US


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  • Goucher College - Julia Rogers Research Prize
    The Goucher College Library and The Friends of the Goucher College Library sponsor an annual research prize competition for outstanding research by Goucher students using library resources.

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