Training self?assessment and task?selection skills to foster self?regulated learning: Do trained skills transfer across domains?
| Autor: | Raaijmakers, S.F., Baars, Martine, Paas, Fred, Van Merrienboer, Jeroen, van Gog, T.A.J.M., Hafd Onderwijsadvies en training, Leerstoel van Gog, Education and Learning: Development in Interaction |
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| Přispěvatelé: | Educational and Developmental Psychology, RS: SHE - R1 - Research (OvO), Onderwijsontw & Onderwijsresearch |
| Rok vydání: | 2018 |
| Předmět: |
Self-assessment
self-regulated learning example‐based learning Experimental and Cognitive Psychology SCAFFOLDS 050105 experimental psychology Task (project management) Arts and Humanities (miscellaneous) FUTURE Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences DIRECTIONS self‐assessment Self-regulated learning example-based learning Short Paper ‐ 5000 Words or Less 05 social sciences 050301 education Video modeling self-assessment COGNITIVE-LOAD Transfer of training Task analysis self‐regulated learning task selection Psychology 0503 education transfer Cognitive load Cognitive style |
| Zdroj: | Applied Cognitive Psychology. John Wiley & Sons Ltd. Applied Cognitive Psychology Applied Cognitive Psychology, 32(2), 270-277. John Wiley & Sons Ltd. Applied Cognitive Psychology, 32(2), 270. Wiley-Blackwell Applied Cognitive Psychology, 32(2), 270-277. Wiley |
| ISSN: | 0888-4080 |
| Popis: | Summary Students' ability to accurately self‐assess their performance and select a suitable subsequent learning task in response is imperative for effective self‐regulated learning. Video modeling examples have proven effective for training self‐assessment and task‐selection skills, and—importantly—such training fostered self‐regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task‐selection rule or a more general heuristic task‐selection rule in biology would transfer to self‐regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task‐selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self‐regulated learning in math. Future research should investigate how to support transfer of task‐selection skills across domains. |
| Databáze: | OpenAIRE |
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