Prompting Strategy Use and Beyond: Examining the Relationships between Elaboration, Quantity, and Diversity of Learning Strategies on Performance

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dc.citation.articleNumber764en_US
dc.citation.issueNumber9en_US
dc.citation.journalTitleBehavioral Sciencesen_US
dc.citation.volumeNumber14en_US
dc.contributor.authorRuffin, Makai A.en_US
dc.contributor.authorTudor, Ryann N.en_US
dc.contributor.authorBeier, Margaret E.en_US
dc.date.accessioned2024-10-29T14:11:23Zen_US
dc.date.available2024-10-29T14:11:23Zen_US
dc.date.issued2024en_US
dc.description.abstractElaboration is a generative learning strategy wherein learners link prior knowledge and experiences with to-be-remembered information. It is positively related to an array of learning outcomes. However, most students do not independently use generative learning strategies. We explored whether prompting elaboration learning strategies when reading an academic passage influenced knowledge test performance. Participants were randomly assigned to two conditions: receiving a prompt (i.e., experimental; n = 94) and no prompt (i.e., control; n = 112). The results revealed that participants who received the elaboration prompt (M = 13.88, SD = 2.20) did not outperform learners who did not receive the prompt (M = 13.67, SD = 2.43) on the knowledge test. However, we did find a positive relationship between the extent of elaboration strategy use and knowledge test performance across conditions (r = 0.17, p < 0.05). Twelve themes emerged from an exploratory thematic analysis, wherein participants were asked about the learning strategies they used when reading the passage. Students used a variety of learning strategies unprompted, although 42.15% reported not using any additional learning strategies outside of the prompt or using low-utility learning strategies (e.g., relying on memory, skimming). Further exploratory analyses found that the quantity and diversity of learning strategies used individually influenced knowledge test performance. ANCOVA results revealed, however, that when controlling for quantity, the diversity of learning strategies used did not significantly influence knowledge test performance. Our findings contribute to prior literature by (1) demonstrating a relationship between elaboration strategy use and test performance, (2) highlighting learning strategies students use to retain information, and (3) exploring additional factors regarding learning strategy use that influence performance.en_US
dc.identifier.citationRuffin, M. A., Tudor, R. N., & Beier, M. E. (2024). Prompting Strategy Use and Beyond: Examining the Relationships between Elaboration, Quantity, and Diversity of Learning Strategies on Performance. Behavioral Sciences, 14(9), Article 9. https://doi.org/10.3390/bs14090764en_US
dc.identifier.digitalbehavsci-14-00764en_US
dc.identifier.doihttps://doi.org/10.3390/bs14090764en_US
dc.identifier.urihttps://hdl.handle.net/1911/117961en_US
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.rightsExcept where otherwise noted, this work is licensed under a Creative Commons Attribution (CC BY) license. Permission to reuse, publish, or reproduce the work beyond the terms of the license or beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.titlePrompting Strategy Use and Beyond: Examining the Relationships between Elaboration, Quantity, and Diversity of Learning Strategies on Performanceen_US
dc.typeJournal articleen_US
dc.type.dcmiTexten_US
dc.type.publicationpublisher versionen_US
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