Work

Individual Differences in Learning and Cessation Predict Academic Performance

Year: 2026

Type: article

Abstract: Most research on learning emphasizes knowledge learning, yet an equally important skill is knowing when to stop. This study examined learning cessation-when to disengage from further attempts once performance has stabilized-and its relation to academic performance. A sample of 183 undergraduates completed three perceptual discrimination problems varying in solvability and mastery criteria. Performance curves were analyzed by measuring error rates, allowing for the measurement of performance within the learning and cessation phases. Learners demonstrated wide variability across all three problem types, persisting well beyond the point at which continued attempts offered additional value. Individual differences in cessation behavior were associated with academic outcomes, though the pattern varied by problem type and outcome measure. Efficient cessation in a solvable task predicted higher ACT scores and high school GPA, while more attempts on the unsolvable problem showed a positive association with ACT performance and university GPA. Findings highlight the educational relevance of regulation efficiency, suggesting that the ability to regulate not only how long to attempt learning but also when to cease is a critical dimension of effective learning.

Source: Behavioral Sciences

DOI: 10.3390/bs16081436

Authors: Ashley L. Macchione, Jeffrey Coldren

Institution: Youngstown State University

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,654