Department of Psychology, Kent State University, Kent, OH 44242-0001, USA.
Memory. 2012;20(6):568-79. doi: 10.1080/09658211.2012.687052. Epub 2012 Jun 6.
Previous survey research has documented students' use of self-regulated study strategies, with a particular interest in self-testing. These surveys indicate that students frequently use flashcards to self-test and that self-testing is primarily used as a way to monitor learning. Whereas previous surveys provide information about whether and why students self-test, they provide minimal information about how and when students choose to self-test. Accordingly, the primary purpose of the current survey was to explore how and when students engage in self-testing. We surveyed 374 undergraduates about the amount of practice and the timing of practice, two factors that strongly affect the efficacy of self-testing. Results indicate that students understand the benefits of practising to higher criterion levels (amount of practice) but do not typically implement or understand the benefits of practising with longer lags (timing of practice). We discuss practical implications for supporting more successful student learning.
先前的调查研究记录了学生使用自我调节学习策略的情况，特别关注自我测试。这些调查表明，学生经常使用抽认卡进行自我测试，自我测试主要是作为一种监测学习的方法。虽然先前的调查提供了关于学生是否以及为何进行自我测试的信息，但它们提供的关于学生如何以及何时选择进行自我测试的信息很少。因此，本次调查的主要目的是探讨学生如何以及何时进行自我测试。我们调查了 374 名本科生关于练习量和练习时间的问题，这两个因素对自我测试的效果有很大影响。结果表明，学生理解练习到更高标准水平（练习量）的好处，但通常不理解或不实施练习时间间隔更长（练习时间）的好处。我们讨论了支持学生更成功学习的实际意义。
