1988/08/01 by John Biggs
paper · doi:10.1177/000494418803200201
crossref issued 1988/08/01 · crossref published 1988/08/01 · crossref published-online 1988/08/01 · crossref published-print 1988/08/01 · crossref created 2013/03/07 · crossref deposited 2026/04/28 · crossref indexed 2026/07/28
A model of student learning is outlined which emphasises metacognitive processes; students need to be aware of their motives, of task demands, and of their own cognitive resources, and to exert control over the strategies appropriate for handling the task. Of three common approaches to learning—surface, deep, and achieving—the last two result from the most effective metacognition. Two intervention studies are described, one with at-risk university students and the other with two classes of Year 11 students. Both studies involved teaching study skills in a context emphasising metacognitive awareness. In each case, pre- and post-treatment comparisons showed a significant increase in certain indices of deep and achieving approaches, with evidence for longterm improvements in academic performance. Implications for teaching are discussed.