Utility value is key. Exploring factors that contribute to student motivation for effective cognitive learning strategies in higher education

Abstract Effective cognitive learning strategies are beneficial for learning and long‐term retention. However, higher education students often rely on surface‐level strategies like reading and underlining. Interventions to support effective cognitive strategy use have addressed knowledge, beliefs, planning, and commitment. This latter aspect and its relation with motivation has remained underexposed. Therefore, this study aimed to answer the following research question: What factors contribute to student motivation for effective cognitive strategy use during self‐study in higher education? First‐year vocational university students participated in focus group discussions (N = 100), and completed a strategy questionnaire (N = 217). Results showed that students used combinations of effective cognitive and surface‐level strategies based on successful past experiences. Perceived utility value of strategies for students' performance‐oriented goals contributed considerably to motivation, and students reduced perceived costs by combining self‐study with non‐academic activities. Incorporating these aspects in strategy support could be next steps for future interventions.