The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum  

Oleh:

van Den Hurk, Marianne

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Active Learning in Higher Education vol. 7 no. 2 (Jul. 2006), page 155–169.
Topik: achievement; individual study; problem-based lear ning; self - regulat edstrategies
Fulltext: 155.pdf (167.05KB)

Isi artikel

In problem-based learning (PBL) students are encouraged to take responsibility for their own self-regulated learning process. The present study focuses on two self-regulated learning strategies, namely time planning and self-monitoring. Time planning involves time management, scheduling and planning one’s study time. Selfmonitoring involves setting goals, focusing attention and monitoring study activities. The aim of this study was first, to assess students’ time planning and self-monitoring skills and second, to investigate how time planning and self-monitoring skills are related to actual individual study time, (un)prepared participation in the tutorial group and cognitive achievement. 165 first-year psychology students, enrolled in a problem-based curriculum, filled in a questionnaire (response 77 %) and their scores on two tests of cognitive achievement were used. Results showed that students who are better time-planners and who have better self-monitoring skills were more efficient in allocating their individual study time (spent less time on individual study), prepared more appropriately for the tutorial group meeting (although not significant [n.s.]) and achieved higher scores on cognitive tests.

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