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date: 17 August 2019

Abstract and Keywords

Effective self-regulated studying can influence students’ learning in school and beyond. This chapter reviews research on two key decisions: when to study and how to study. It first reviews the decisions people make about when to start and stop studying—that is, when to study—and the metacognitive judgments that underlie those decisions. It distinguishes between small-scale and large-scale decisions, such as which problem to work on next and whether to study today at all, respectively. It then discusses decisions about how to study, for example, whether or not to take notes, underline, test oneself, or reread. It then discusses key areas for future research, with an emphasis on student-centric research and research in digital learning environments. It offers practical recommendations for studiers about how to avoid overconfidence and procrastination and how to choose study strategies that increase short-term difficulty and long term success.

Keywords: learning, metacognition, self-regulated, studying, education, students

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