Deadlines don't prevent cramming: Course instruction and individual differences predict learning strategy use and exam performance

The goal of the present study was to investigate how course instruction and individual differences in general academic competences conscientiousness relate students' learning strategy use exam performance. sample comprised two cohorts university students who attended a lecture on same topic, but with varying instruction: In blended (N = 238), teacher applied deadlines for self-testing offered regular in-class meetings encourage distributed practice over semester. online course, studied independently without meetings, nor 200). Learning strategies were measured objectively using behavioral log-file data. Students used fewer self-tests than which associated poor Academic (high school GPA) positively predicted performance via more self-testing. Conscientiousness related better Results revealed that (voluntary) meeting did not prevent cramming. Especially less conscientious lower need further support applying efficient strategies.