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ERIC Number: EJ815620
Record Type: Journal
Publication Date: 2007
Pages: 16
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1446-5442
College Students' Metacognitive Awareness of Difficulties in Learning the Class Content Does Not Automatically Lead to Adjustment of Study Strategies
Cao, Li; Nietfeld, John L.
Australian Journal of Educational & Developmental Psychology, v7 p31-46 2007
This study examined college students' awareness of difficulties in learning class content and selection of study strategies to address the perceived challenges. Data consisted of responses by 94 students to two survey questions on 11 weekly monitoring worksheets. Data analyses, using the constant comparative method and Chi-Square tests, revealed that students' awareness of different kinds of difficulties in learning the class content did not lead to adjustment of study strategies. Students reported relying primarily upon passive rehearsal strategies throughout the semester rather than strategies supported by previous literature as being more effective. Suggestions for promoting students' abilities to self-regulate the learning process were discussed. (Contains 2 figures and 1 table.)
University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A