Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students
本研究调查了本科生在学期初报告的学习障碍及应对策略，发现通过补考后成绩提升的学生更常报告理解困难，但也更倾向于使用促进理解的策略，提示早期干预可能帮助困难学生。
Students in higher education face a variety of learning hindrances while studying at university. These hindrances may negatively impact on learning by distracting from study, or may enhance learning by encouraging students to address challenges as they arise. In the current study students were asked to describe their learning hindrances at a single point early in semester, and to outline the strategies for overcoming these hindrances in future. Five hindrance clusters were determined and differences between student academic subgroups were identified. Hindrances associated with difficulties understanding were reported most frequently by improving students, who had demonstrated resilience by passing second year biomedical science courses after failing in first year. Improving students were also most likely to report learning strategies that promote understanding. These results suggest that early interventions to encourage students to critically evaluate their understanding may benefit struggling students.