Hello, and welcome to another update on memory and metacognition. I hope you are doing well. Summer is starting to feel quite close now! I am still in Europe for research, but I'm looking forward to getting back to Scotland and to family, as well as back to campus for graduation season!A couple of weeks ago (see issue 7), I wrote about illusions and misconceptions in memory, and the idea that practitioners may mistake immediate performance for learning.Of course, these illusions apply to students, too. In fact, a lot more research has been done into how school and university students think about and plan their own learning than into teacher metacognition.The main findings from such research are that students tend to be quite poor at planning and structuring their learning, and they tend to avoid effective, evidence-based study habits (perhaps no surprise to those who work in education?!).Just like their teachers, students seem to mistakenly believe that practice which feels easier is more effective – when often, the opposite is true.I talk about an implication in this blog post – we can't just tell students to 'study hard'.