Understanding Learning Strategy Use Through the Lens of Habit

Abstract Students frequently rely on ineffective learning strategies instead of those that promote long-term retention. This is not simply a matter of lacking metacognitive knowledge. Research on self-regulated learning typically emphasizes that students deliberately avoid effective strategies due to time and effort demands, or because their academic goals can be met without them. In this paper, we aim to expand this perspective by investigating the role of non-deliberate, habitual behaviors in students’ self-directed use of learning strategies. Drawing on key principles of habit and habit formation, we argue that particularly ineffective learning strategies tend to develop strong habitual tendencies. An overreliance on them may therefore stem not only from a lack of deliberate choices but also from their automatic activation in response to environmental cues. We explore this idea both theoretically, by analyzing how ineffective strategies align with habit characteristics, and empirically, through a proof-of-concept study comparing the habit strength of strategies that differ in effectiveness. By framing learning strategy use through a habit-based lens, we highlight non-deliberate learning behavior and discuss possible implications for interventions that leverage behavior-change principles to promote the adoption of effective strategies.