Knowing how to assess and manage one’s own learning is critical for becoming an efficient and effective learner in higher education and across the lifespan. However, research suggests that learners are prone to developing incorrect beliefs about how we learn best (Bjork, Dunlosky, & Kornell, 2013). Thus, three primary aims of my research are to (1) identify, (2) develop, and (3) describe the underlying cognitive mechanisms of techniques that improve self-regulated learning and metacognition. 

To accomplish these aims, I conduct theoretical laboratory experiments, applied classroom studies, and large-scale analyses of existing data to provide a multifaceted understanding of learning processes in educational contexts. One ongoing research line involves developing interventions aimed at improving students’ metacognitive awareness and self-regulated use of effective learning strategies such as practice testing.

Peer-Reviewed Publications