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Study strategy use among elementary school students: Is use of specific study strategies related to academic performance?

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Title: Study strategy use among elementary school students: Is use of specific study strategies related to academic performance?
Authors: Yin, Yue1 (AUTHOR), Fan, Tian1 (AUTHOR), Zhao, Wenbo2 (AUTHOR), Zheng, Jun3 (AUTHOR), Hu, Xiao4 (AUTHOR), Su, Ningxin1 (AUTHOR), Yang, Chunliang4,5 (AUTHOR) chunliang.yang@bnu.edu.cn, Luo, Liang5,6 (AUTHOR) luoliang@bnu.edu.cn
Source: Metacognition & Learning. Aug2024, Vol. 19 Issue 2, p485-502. 18p.
Subject Terms: *Academic achievement, *School children, Confounding variables
Abstract: Employment of appropriate study strategies is crucial for academic success. Previous findings on whether use of specific strategies is related to academic performance in real educational settings were inconsistent, and their participant samples were largely restricted to undergraduate students. The current study recruited a large sample (i.e., 4,331 participants) of elementary school students to explore the association between use of specific strategies and academic performance by using multilevel linear regression models, in which two potential confounding variables (i.e., SES and gender) are controlled for. The results showed that after controlling for SES, gender and other study strategies, use of spaced study, rereading and help-seeking positively related to academic performance in elementary school students. However, use of self-testing, highlighting/underlining, note-taking, summarizing, making diagrams, making study plans and studying with friends did not positively correlate with academic performance in elementary school children. Instructors and parents are suggested to encourage children to study by using the effective study strategies, and teach them how to maximize the benefits of these strategies. [ABSTRACT FROM AUTHOR]
Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Study strategy use among elementary school students: Is use of specific study strategies related to academic performance?
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  Data: <searchLink fieldCode="JN" term="%22Metacognition+%26+Learning%22">Metacognition & Learning</searchLink>. Aug2024, Vol. 19 Issue 2, p485-502. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Confounding+variables%22">Confounding variables</searchLink>
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  Data: Employment of appropriate study strategies is crucial for academic success. Previous findings on whether use of specific strategies is related to academic performance in real educational settings were inconsistent, and their participant samples were largely restricted to undergraduate students. The current study recruited a large sample (i.e., 4,331 participants) of elementary school students to explore the association between use of specific strategies and academic performance by using multilevel linear regression models, in which two potential confounding variables (i.e., SES and gender) are controlled for. The results showed that after controlling for SES, gender and other study strategies, use of spaced study, rereading and help-seeking positively related to academic performance in elementary school students. However, use of self-testing, highlighting/underlining, note-taking, summarizing, making diagrams, making study plans and studying with friends did not positively correlate with academic performance in elementary school children. Instructors and parents are suggested to encourage children to study by using the effective study strategies, and teach them how to maximize the benefits of these strategies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Metacognition & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Aug2024
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