Background:

Undergraduates may not use the most effective learning strategies, particularly those considered “desirable difficulties” such as spacing, elaboration, and testing (“SET”).

Objective:

This study examined knowledge-based, metacognitive, and behavioral outcomes from interventions designed to teach undergraduates about the “SET” strategies and about behavior change techniques to support adoption of these study behaviors.

Method:

Introductory psychology students (n = 244) received a learning-strategies-only intervention (LS), a learning-strategies-plus-behavior-change (LS+BC) intervention, or no intervention. They completed three assessment surveys to measure outcomes across the semester.

Results:

Intervention participants showed enhanced knowledge of the “SET” strategies. LS participants rated testing as more helpful, reported higher use of elaboration and testing, and had marginally higher final course grades than the control group. Adding behavior-change training did not enhance the outcomes. Growth mindset was associated with greater intervention-related gains on several measures.

Conclusion:

Curriculum-embedded LS training was associated with positive shifts in “SET” strategy knowledge and with behavioral changes for two strategies.

Teaching Implication:

This study provides evidence of the benefits of LS training as integrated into the introductory psychology curriculum, and can help guide educators to support students in acquiring more effective study strategies.

中文翻译：

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成功的“ SET”：有针对性的学习策略指导和入门心理学中的行为改变

背景：

本科生可能不会使用最有效的学习策略，尤其是那些被认为是“理想的困难”的学习策略，例如间距，精心设计和测试（“ SET”）。

目的：

这项研究考察了旨在向大学生讲授“ SET”策略和支持采用这些研究行为的行为改变技术的干预措施的知识，元认知和行为结果。

方法：

入门心理学学生（n = 244）接受仅学习策略的干预（LS），学习策略加行为改变（LS + BC）的干预，或没有干预。他们完成了三个评估调查，以衡量整个学期的结果。

结果：

干预参与者显示出对“ SET”策略的更多了解。LS参与者将测试评为更有用，报告了更多的精心设计和测试，并且最终课程的得分比对照组高。增加行为改变训练并不能提高结果。增长心态与多项措施带来的与干预相关的更大收益相关。

结论：

嵌入课程的LS培训与“ SET”策略知识的积极转变以及两种策略的行为改变相关。

教学意义：

这项研究提供了将LS培训整合到入门心理学课程中的好处的证据，并且可以帮助指导教育者支持学生获得更有效的学习策略。