{"id":122327,"date":"2023-02-23T19:41:39","date_gmt":"2023-02-23T18:41:39","guid":{"rendered":"https:\/\/www.ffos.unios.hr\/3-savjeti-za-uspjesno-ucenje\/"},"modified":"2026-07-28T15:50:28","modified_gmt":"2026-07-28T13:50:28","slug":"3-tips-for-successful-studying","status":"publish","type":"page","link":"https:\/\/www.ffos.unios.hr\/en\/3-tips-for-successful-studying\/","title":{"rendered":"3. Tips for Successful Studying"},"content":{"rendered":"

\"\"<\/p>\n

The demands at university are much greater than in secondary school, not only because the material is more difficult and extensive, but also because students are expected to engage in more self-regulated lear<\/em>n<\/em>ing.<\/em><\/p>\n

What is self-regulated learning? It is learning that is regulated internally. In other words, students monitor their activities, motivate themselves by believing in their abilities and remaining willing to invest effort, assess the effectiveness of their chosen strategies and adjust according to the feedback they receive.<\/p>\n

Learning is not always easy, particularly when there is a large amount of material. Knowing certain strategies that can improve learning is extremely important for success at university because it increases the effectiveness of the time and effort invested.<\/p>\n

To help you with your studies, we have provided some useful learning tips below.<\/p>\n

    \n
  1. Le<\/strong>ar<\/strong>n with understanding<\/strong>. You have probably been hearing this since primary school, but for good reason. Rote learning is the most difficult approach because it involves merely reproducing material rather than connecting its different parts. When you understand the material, it is much easier to organise your knowledge and provide an accurate answer regardless of how the examination question is phrased. In other words, your knowledge is flexible. Knowledge acquired through rote learning is not flexible and can only be demonstrated when a question is phrased in the same way as the material was learned.<\/li>\n
  2. Ma<\/strong>ke<\/strong> the material more meaningful<\/strong> by connecting it with what you already know, previously covered material or even your own experience.<\/li>\n
  3. While studying, ret<\/strong>ell<\/strong> the material in your own wo<\/strong>r<\/strong>ds<\/strong>. This is the best way to check whether you genuinely understand the material, and most professors will appreciate answers that are not merely reproductions of definitions.<\/li>\n
  4. Organise the material<\/strong> you need to learn. This may involve separating important material from less important material, identifying key concepts, creating a hierarchy, highlighting headings, writing summaries and similar activities. Various visual aids can also help, including graphs, colours, sketches and mind maps.<\/li>\n
  5. Review the material<\/strong> several times. Reviewing is particularly important at the beginning of the learning process because this is when most forgetting occurs. After the first learning session, more than 70% of the material is forgotten, whereas after the fifth review, more than 90% is retained. Reviewing is especially important for earlier sections of the material because they are more likely to have been forgotten, while later sections remain fresher in the memory. Therefore, when planning your study time, it is advisable to leave enough time at the end to review everything.<\/li>\n
  6. Avoid cramming<\/strong>! It increases tension, nervousness, distraction and fatigue, while the learned material is forgotten much more easily.<\/li>\n
  7. It is better to le<\/strong>ar<\/strong>n smaller sections<\/strong> and connect them during the learning process than to learn large sections all at once. If the sections are large in themselves, try to find a principle according to which you can divide them into smaller parts and then study them. The process of identifying a suitable principle for dividing them is itself a strategy that will make the material easier to understand.<\/li>\n
  8. When reviewing, ask yourself questions and answer them yourself<\/strong>. Do not review with an open book because you will then spend much more time reading than actively reviewing.<\/li>\n
  9. If you notice that your attention has wandered, try to return it to the material and continue studying. It is natural for attention to wander, and we need to be aware of this.<\/li>\n
  10. If you are unable to study new material for any reason, spend some time reviewing previously learned material, making notes or doing something similar. However, do not give up because of frustration<\/strong>! Be prepared for the fact that studying can sometimes be frustrating. This is natural and does not mean that something is wrong with you or that you are incapable of learning the material.<\/li>\n
  11. If you become tired from studying, take a break<\/strong>, but determine its duration in advance. During the break, do something enjoyable, such as going for a walk, listening to music, resting or stretching.<\/li>\n
  12. Do not hesitate to praise<\/strong> yourself, reward <\/strong>yourself with small pleasures and recognise the satisfaction <\/strong>of completing part of the task, even when the entire task is not yet finished. It is important to recognise progress towards your goal. This satisfaction will motivate you to continue studying. If you constantly focus only on the final goal, such as learning all the material, it will remain distant for much of the time, which is not beneficial for motivation.<\/li>\n
  13. Try to adapt your lear<\/strong>n<\/strong>ing to your lear<\/strong>n<\/strong>ing style<\/strong>. If you are a visual learner, use visual aids such as diagrams, mind maps, drawings and graphs. If you are an auditory learner, audio recordings may be helpful if they are available, or you can at least study aloud and record yourself while reading. If you are a tactile or kinaesthetic learner and learn best when you can handle objects rather than merely read about them, try to find a way to adapt the material to your learning style.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

    The demands at university are much greater than in secondary school, not only because the material is more difficult and extensive, but also because students are expected to engage in more self-regulated learning. What is self-regulated learning? It is learning that is regulated internally. In other words, students monitor their activities, motivate themselves by believing […]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-122327","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/pages\/122327","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/comments?post=122327"}],"version-history":[{"count":2,"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/pages\/122327\/revisions"}],"predecessor-version":[{"id":122329,"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/pages\/122327\/revisions\/122329"}],"wp:attachment":[{"href":"https:\/\/www.ffos.unios.hr\/en\/wp-json\/wp\/v2\/media?parent=122327"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}