Understanding and supporting university students’ use of distributed practice via implementation intentions

Abstract Effective learning strategies like distributed practice are essential for lifelong learning, yet students struggle to apply them consistently due to habitually using ineffective strategies and poor time-management. Setting goals of when and how to incorporate effective strategies could help bridge the gap between intention and behavior. We tested a goal-directed planning intervention using implementation intentions to support students in integrating distributed practice within their self-regulated learning and examined how self-regulated learning unfolds within students’ authentic context. We tracked daily study behavior of 87 university students ( k = 1623) via experience sampling over a four-week course. Implementation intentions did not increase use of distributed practice. However, students who formulated implementation intentions reported shorter study durations, lower effort, and greater concentration during exam week, suggesting more efficient studying. Regardless of the intervention, students adapted to exam proximity by studying longer, reporting higher effort, satisfaction, extrinsic motivation, and more retrieval-based learning strategies. These findings provide longitudinal insights into how students regulate their learning over time and highlight assessment as a key driver of study behavior.