Why do students select less effective learning strategies? The role of ego depletion.

摘要

University students tend to select less effective learning strategies (e.g., highlighting) in place of more effective strategies (e.g., practice testing). The present research examined whether this failure to utilize effective strategies consistently may be a result of the ego depletion effect (i.e., exercising self-control at Time 1 results in impaired performance in self-control at Time 2). A pilot study and two empirical studies were conducted to answer three questions: first, whether students possess knowledge of the efficacy of different learning strategies; second, whether engaging in self-regulated learning strategies leads to ego depletion; and third, whether ego depletion leads students to select less effective learning strategies. Results revealed that students do possess knowledge of the efficacy of various learning strategies. Regarding ego depletion, these studies did not reveal a significant ego depletion effect on students' selection of strategies. However, differences in strategy selection as the study deadline approached may suggest that depleted individuals were less motivated to use effective learning strategies.