The science of learning: Is it time to bring students into the conversation?

Case Study

Published on: September 20, 2022

Cognitive science

6 min read

Rachael Thornton, Head of Psychology and Head of Year 12, Dulwich College, Shanghai Pudong, China The notion of teaching students effective study habits is not a new phenomenon, with research indicating that student study skills and motivation are just as strong a predictor of student academic performance when compared with traditional measures, such as prior academic experience (Credé and Kuncel, 2008). The challenge for all teachers is changing students’ habits, which play a critical but often overlooked role in student self-regulation (Fiorella, 2020). Often, students rely on inefficient strategies such as highlighting, rereading and cramming, as they are not cognitively taxing (Dunlosky, 2013). These strategies are often more time-consuming, which can have a negative effect on their wellbeing and the amount of time spent studying. Rather than studying harder and for longer, students should focus on studying more smartly. Furthermore, the strategies that students view as effecti

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