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Abstract：
Research in cognitive science has highlighted the effectiveness of several learning techniques, and a number of studies have analyzed their prevalence among university students and their relationship with academic achievement. In this study, we surveyed a large, heterogeneous sample of secondary school students to reveal how often they use research-supported techniques in comparison with other frequent techniques, and we analyzed the association between their study strategies and school achievement. We also assessed the associations between study techniques and several students\' beliefs and attitudes toward learning (self-efficacy, goal orientation, control beliefs, growth mindset, and examination anxiety). Results showed that, except for distributed practice, only those techniques that are supported by previous research yielded an association with achievement, and they exhibited higher associations with self-efficacy, growth mindset, control beliefs, and learning goal orientation than non-supported techniques.
摘要：
认知科学的研究突出了几种学习技巧的有效性，许多研究分析了他们在大学生中的患病率及其与学业成绩的关系。在这项研究中,我们调查了一个大的，中学生的异质样本，以揭示他们与其他常用技术相比使用研究支持技术的频率，我们分析了他们的学习策略和学业成绩之间的关系。我们还评估了学习技巧与几个学生对学习的信念和态度之间的关联(自我效能感，目标导向,控制信念，成长心态，和考试焦虑)。结果表明,除了分布式实践，只有那些由先前研究支持的技术才会产生与成就的关联，他们与自我效能感表现出更高的关联，成长心态，控制信念，和学习目标导向比非支持技术。
