Effort regulation reflects a student's commitment to completing their study goals, even when there are difficulties or distractions. It is important for academic success because it not only signifies goal commitment, but also regulates the continued use of learning strategies.

Elaboration strategies help students store information into long-term memory by building internal connections between items to be learned. Examples include paraphrasing, summarizing, creating analogies, and generative note-taking.

Help seeking involves students actively reaching out to peers or instructors when experiencing difficulty. It indicates the student's awareness of their own limitations and willingness to resolve them.

Metacognitive self-monitoring refers to the awareness, knowledge, and control of one's own cognition. Self-monitoring activities include tracking one's attention, self-testing, and questioning to check understanding.

Organizing strategies help the learner select appropriate information and also construct connections among the information to be learned. Examples include clustering, outlining, and selecting the main idea in reading passages.

Peer learning indicates the use of a study group or friends to help learn course material. Collaborating with one's peers has been shown to have positive effects on achievement.

Rehearsal strategies involve actively reciting or naming items from a list to be learned. These strategies are best used for simple tasks and activation of information in working memory rather than acquisition of new information in long-term memory.

Time management involves scheduling, planning, and managing one's study time. This includes not only setting aside blocks of time to study, but the effective use of that study time, and setting realistic goals.