Learning to Learn: A pilot study on explicit strategy instruction to incoming college students

Area of Science:

• Educational Psychology
• Cognitive Science

Background:

• First-year college students face challenges in adapting to new learning environments.
• Developing effective learning strategies and a growth mindset is crucial for academic success.

Purpose of the Study:

• To evaluate the impact of a "Learning to Learn" (L2L) course on first-year college students.
• To assess changes in growth mindset, learning control, and strategy application.

Main Methods:

• A pilot study implemented an L2L course using a cognitive apprenticeship model across two institutions.
• Quantitative data (surveys) and qualitative data (focus groups) were collected over four semesters.
• Control groups were used for comparison.

Main Results:

• L2L students demonstrated an increased growth mindset compared to a decrease in control groups.
• L2L students maintained more stable effort and felt greater control over their learning.
• Qualitative data revealed sustained strategy use and mindset changes beyond the course duration.

Conclusions:

• The L2L course positively influences students' growth mindset and perceived control over learning.
• The cognitive apprenticeship model effectively promotes the adoption and sustained use of learning strategies.
• Integrating learning strategy instruction earlier in education could benefit student transitions and academic achievement.