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Support for this research was provided by Grant TED2021-131542A-I00 funded by the Spanish Government MCIN/AEI/

Analysis of institutional authors

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

Publicated to:Cogn Res Princ Implic. 9 (1): 44- - 2024-07-06 9(1), DOI: 10.1186/s41235-024-00567-5

Authors: Ruiz-Martin, Hector; Blanco, Fernando; Ferrero, Marta

Affiliations

Int Sci Teaching Fdn, Brighton, England - Author
Univ Autonoma Madrid, Madrid, Spain - Author
Univ Granada, Granada, Spain - Author

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.

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Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Cogn Res Princ Implic due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 12/99, thus managing to position itself as a Q1 (Primer Cuartil), in the category Psychology, Experimental.

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-04-16:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 70.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 70 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 137.83.
  • The number of mentions on the social network X (formerly Twitter): 92 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: United Kingdom.

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Ruiz-Martin, Hector) and Last Author (FERRERO GONZALEZ, MARTA).

the author responsible for correspondence tasks has been Ruiz-Martin, Hector.