![]() Self-regulated learning (SRL) refers to the “process whereby students activate and sustain cognitions, behaviors and affects, which are systematically oriented toward the attainment of their goals”. ![]() Implications are discussed for the incorporation of desirable difficulties in higher education. However, they used them in a way that fit their learning situation. Indeed, students reported using several strategies, some of which are traditionally regarded as “ineffective” (highlighting, rereading etc.). This process is guided by a constant balancing between adhering to established study habits, while maintaining a sufficient degree of flexibility to adapt to changes in the learning environment, assessment demands, and time limitations. While learning, students are continually engaged in active processing and self-monitoring. In this model, students are driven by a personal learning goal, adopting a predominantly qualitative, or quantitative approach to learning. ![]() Using a constructivist grounded theory methodology, a model was constructed describing how effective strategy users manage their learning. In order to paint a picture of effective learning strategy use, focus groups were organized in which previously identified, effectively self-regulating students ( N = 26) were asked to explain how they approach their learning. As this method is accompanied by several drawbacks, we chose a qualitative, in-depth approach to inquire about students' strategies and to investigate how students successfully self-regulate their learning. But how can this level of self-regulation be achieved by students when learning? Traditionally, research on learning strategy use is performed using self-report questionnaires. ![]() In order to ensure long-term retention of information students must move from relying on surface-level approaches that are seemingly effective in the short-term to “building in” so called “desirable difficulties,” with the aim of achieving understanding and long-term retention of the subject matter. School of Health Professions Education, Maastricht University, Maastricht, Netherlands. ![]()
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