PhD defence Louise David

Keywords: Self-Regulated Learning, Mental Effort, Habits, Higher Education

"The Effort of Change: Understanding and Supporting Students’ Sustainable Use of Effective Learning Strategies"

University students are increasingly aware of which learning strategies are effective, yet many still struggle to use them consistently. This dissertation examined why students have difficulty adopting more effective but effortful learning strategies and how they can be supported to use them more sustainably in real learning contexts. Across four studies, the findings show that students’ study behavior is shaped not only by knowledge, but also by motivation, perceived effort, and exam-related pressures. Many students interpret effortful learning as a sign of poor learning, although effort is often necessary for long-term learning. At the same time, short-term goals and exam timing encourage the use of less effective learning strategies. Attempts to improve study behavior through goal-setting showed limited effects, as students often struggled to translate intentions into action. Overall, the findings suggest that supporting effective learning requires more than providing knowledge. Educational environments should better support effortful learning, encourage long-term goals, and align assessment with meaningful understanding rather than short-term performance.

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