Abstract
For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students' (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students' (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks. (C) 2011 Elsevier Ltd. All rights reserved.
Original language | English |
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Pages (from-to) | 121-132 |
Number of pages | 12 |
Journal | Learning and Instruction |
Volume | 22 |
Issue number | 2 |
DOIs | |
Publication status | Published - Apr-2012 |
Keywords
- Self-regulated learning
- Self-assessment
- Task selection
- Example-based learning
- COMPUTER-BASED INSTRUCTION
- WORKED EXAMPLES
- MENTAL EFFORT
- LOAD THEORY
- HYPERMEDIA
- EFFICACY
- ACHIEVEMENT
- STUDENTS
- PERFORMANCE
- KNOWLEDGE