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<p>Using effective learning methods is central to self-regulated learning and contributes to academic achievement. We examined one psychological factor—a strategic mindset—that predicts differences in effective strategy use, and intervened on it. A strategic mindset is an orientation toward asking oneself questions that elicit the access and use of task-appropriate methods, especially in moments of difficulty or unproductivity. To investigate the implications of a strategic mindset on real-world academic outcomes, we conducted four studies with 7475 adolescent and adult students from over 30 Singapore schools. In correlational surveys, a strategic mindset predicted greater use of effective learning strategies, and in turn, higher exam performance. In a field experiment with 1070 students, a strategic mindset intervention increased students’ reported use of effective learning strategies, and in turn, exam performance, among more academically prepared students and in conducive peer environments. This research advances self-regulated learning theory in a practically impactful way.</p>

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A strategic mindset predicts and promotes effective learning and academic performance

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月31日

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  • Patricia Chen,
  • Qiao Kang Teo,
  • Daniel X. Y. Foo,
  • Yifan Jiang,
  • Lining Sun,
  • Xiang Ling Ong,
  • Delphinna Neo,
  • Don J. H. Pereira,
  • Bernard Tan,
  • Khai Qing Chua,
  • Joyce X. F. Gan,
  • Desmond C. Ong

摘要

Using effective learning methods is central to self-regulated learning and contributes to academic achievement. We examined one psychological factor—a strategic mindset—that predicts differences in effective strategy use, and intervened on it. A strategic mindset is an orientation toward asking oneself questions that elicit the access and use of task-appropriate methods, especially in moments of difficulty or unproductivity. To investigate the implications of a strategic mindset on real-world academic outcomes, we conducted four studies with 7475 adolescent and adult students from over 30 Singapore schools. In correlational surveys, a strategic mindset predicted greater use of effective learning strategies, and in turn, higher exam performance. In a field experiment with 1070 students, a strategic mindset intervention increased students’ reported use of effective learning strategies, and in turn, exam performance, among more academically prepared students and in conducive peer environments. This research advances self-regulated learning theory in a practically impactful way.