The question of how students manage and allocate their study time is a complex
problem, consisting of decisions regarding switching between material, stopping
studying, deciding what to prioritize, how long to study given material, and what learning
goals to set. The first project detailed investigates switching decisions, investigating how
students choose to switch between lists. Several experiments investigate the effects of
self-efficacy on metacognitive judgments and study behaviors such as study time, study
strategies, and goal setting and achievement. The third project investigates metacognitive
framing, a factor that may influence metacognitive judgments, and potentially, study
behaviors. The last project examines the influence of different kinds of study scenarios on
metacognitive judgments, specifically, repeated testing, spaced restudy, and massed
study. Together, these lines of work show evidence of how metacognitive judgments are
influenced, how students choose to switch between materials, and how students enact
study strategies to achieve learning goals.