University of Oulu

Dirkx, KJH, Camp, G, Kester, L, Kirschner, PA. Do secondary school students make use of effective study strategies when they study on their own? Appl Cognit Psychol. 2019; 33: 952– 957.

Do secondary school students make use of effective study strategies when they study on their own?

Saved in:
Author: Dirkx, Kim Josefina Hubertina1; Camp, Gino1; Kester, Liesbeth2;
Organizations: 1Welten Institute, Open Universiteit, Heerlen, The Netherlands
2Department of Education & Pedagogy, Utrecht University, Utrecht, The Netherlands
3University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.3 MB)
Persistent link:
Language: English
Published: John Wiley & Sons, 2019
Publish Date: 2020-02-25


Although there is a large body of evidence for the utility of particular study strategies such as retrieval practice and distributed practice as memory‐enhancing instruments, they are seldom used by learners in educational practice. Thus far, the research on the use of these study strategies has focused only on undergraduate university students, oftentimes only investigating a set of predefined strategies. The question, thus, remains whether these results are generalisable to secondary school students. The present study is the first to explore the use of different study strategies by secondary school students. With the use of an open question, 316 secondary school students from three different secondary school levels were asked how they prepare for an exam when they are studying by themselves. The results show that secondary school students use study strategies considered to be suboptimal. In the discussion, we compare our findings with results of previous studies among undergraduate university students.

see all

Series: Applied cognitive psychology
ISSN: 0888-4080
ISSN-E: 1099-0720
ISSN-L: 0888-4080
Volume: 33
Issue: 5
Pages: 952 - 957
DOI: 10.1002/acp.3584
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This study was conducted with funding from the Netherlands Organisation for Scientific Research (Nederlandse Organisatie voor Wetenschappelijk Onderzoek) Project 451.07.007.
Copyright information: © 2019 The Authors Applied Cognitive Psychology Published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.