“…For example, Gurung, Weidert, & Jeske (2010) found that students reported using application behaviors (e.g., creating quiz questions about the material) with a low frequency but reported organizational behaviors (e.g., writing down due dates) with a high frequency. Slow or minimal uptake of evidence-based practices, by instructors and students, has also been noted consistently in the scholarship of teaching and learning literature (e.g., Chew et al, 2018;Daniel & Chew, 2013;Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013;Dunlosky & Rawson, 2019). What leads a student to engage meaningfully with course materials in a way that supports learning and achievement?…”