Which learning techniques supported by cognitive research do students use at secondary school? Prevalence and associations with students' beliefs and achievement.

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.

Overview of multi-species biofilms in different ecosystems: Wastewater treatment, soil and oral cavity.

In various natural ecosystems, bacteria most often live in a sessile state enchased in a self-produced extracellular matrix forming biofilms. Due to their either negative or positive impact on different aspects of our daily life, the number of studies devoted to biofilms is increasing. Most research is based on biofilms formed by a single bacterial species. These simple models allowed the understanding of the mechanisms involved in biofilms formation and regulation. This likewise helped the development of several means to control the biofilms formation. However, these models do not closely mimic the natural biofilms known as biochemically and microbiologically heterogeneous and dynamic structures. For this reason, current studies focus more on multispecies biofilms using complex models to best approximate the natural environment. In this review, we addressed on available examples of multispecies biofilms in different domains to illustrate the complexity and organization of life within a consortium. Finally, we review the most used analytical techniques to study multispecies biofilms highlighting the need of multi-scale strategies to better decipher this complex lifestyle.

Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil.

The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching-learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching-learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching-learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil.

Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study.

This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants (N = 21) and the control group participants (N = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students' effective learning.

La creatividad en el uso de las técnicas de estudio en la educación superior / Creativity in the use of study techniques in Higher Education

La creatividad puede ser desarrollada a través del proceso educativo, favorece y potencia una mejor utilización de los recursos individuales y grupales dentro del proceso de enseñanza-aprendizaje. Llega a su alcance máximo, a partir de cada una de las técnicas que el docente sea capaz de aplicar, para el desarrollo de los objetivos propuestos en cada clase. Este trabajo tiene el objetivo de describir algunas de las técnicas de estudio, que enfatizan en el desarrollo de la creatividad en los estudiantes de la educación superior. El método fundamental utilizado fue el análisis de documentos. El resultado principal fue la descripción de las técnicas de estudio que se desarrollan en el campo del conocimiento creativo, lo cual posibilita, el desarrollo del conocimiento en todos los ámbitos de la actividad humana y es el producto de un devenir histórico social determinado. Las técnicas de estudio se aplican en dependencia del contexto, el sujeto y los objetivos propuestos, e influyen a su vez en cada uno de los cambios sociales que trasciende a lo largo de la formación del ser humano. Las técnicas de estudios descritas, favorecen la creatividad en el proceso de enseñanza aprendizaje de las universidades(AU)

Creativity can be developed through the educational process, this favors and enhances a better use of individual and group resources within the teaching-learning process. This reaches its maximum scope from each of the techniques that the teacher is able to apply for the development of the objectives proposed in each class. The objective of this paper is to describe some of the study techniques in higher education, which are still insufficient in their practical educational application for the improvement of the teaching-learning process of the universities. The fundamental method used was the analysis of documents. The main result was the description of the study techniques that are developed in the field of creative knowledge, which enables the development of knowledge in all areas of human activity and is the product of a determined social historical evolution. The study techniques are applied depending on the context, the subject and the proposed objectives, and in turn influence each of the social changes that transcend throughout the formation of the human being. The study techniques described favor creativity in the teaching-learning process of universities(AU)

On the influence of re-reading on mind wandering.

Re-reading has been shown to have a minimal benefit on text comprehension, in comparison to reading only once or other types of study techniques (e.g., testing; self-explanation). In two experiments we examined the effect of re-reading on mind wandering. Participants read two texts, during which they responded to intermittent mind wandering probes. One text was read once and the other twice. Consistent with previous findings, there was no effect of re-reading on comprehension even though participants reported feeling more competent when they re-read the text. Critically, participants mind wandered more while re-reading. Furthermore, the effect of re-reading on mind wandering was specific to intentional forms of mind wandering rather than unintentional. The implications of these results for understanding mind wandering and the limited effectiveness of re-reading as a mnemonic are discussed.

El encuentro del sujeto con la escuela: tareas y técnicas de estudio / The subject's encounter with the school: homework and study techniques

Hablar de técnicas de estudio, nos remite a pensar en recetas mágicas, en consejos que faciliten el proceso de estudiar para rendir bien en el colegio, en la escuela o en la universidad, y así responder al pedido de padres y maestros, quienes esperan que hijos y estudiantes, obtengan las mejores notas académicas y su desempeño sea el mejor. A este acto de rendir bien , le anteceden asuntos psíquicos fundamentales, que en el encuentro académico se pasan por alto, lo que trae serias consecuencias para quien inicia su recorrido escolar.

Speaking of study techniques, it reminds us to think about magic recipes, advice that facilitates the process of studying to perform well in school, at school or at the university, and thus respond to the request of parents and teachers, who expect that Children and students, get the best academic grades and their performance is the best. This act of performing well, is preceded by fundamental psychic issues, which in the academic encounter are overlooked, which brings serious consequences for those who begin their school trip.