This paper argues that students’ frequent use of ineffective learning strategies (like rereading and highlighting) isn’t just due to lack of awareness, time pressure, or goals — it may also reflect habitual behavior. Traditional research on self-regulated learning emphasizes deliberate choice and metacognition, but this article suggests that many study practices have become automatic routines triggered by environmental cues. Ineffective strategies often become habituated because they are easy, familiar, and contextually ingrained. The authors combine theoretical insights from habit formation with a proof-of-concept study showing that some ineffective strategies have stronger habit tendencies than effective ones. They argue that understanding strategy use through a habit lens can help explain why students struggle to adopt better techniques and can inform interventions designed to support lasting change.
Educational support that focuses on teaching what strategies are effective might not be enough. Behavior-change principles — e.g., embedding effective strategies into routines, cue-prompting, designing context changes — may be necessary to shift habits. Faculty can help students by:
- Modeling effective habits in class (e.g., routine self-testing prompts)
- Designing assignments that cue retrieval practices and spacing
- Offering structured opportunities that help integrate strategies into students’ academic routines.
Read the full article here:
Krause, A., Breitwieser, J., & Brod, G. (2025). Understanding learning strategy use through the lens of habit. Educational Psychology Review 37(4):109. doi:10.1007/s10648-025-10087-3.