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| Autor/in | Phye, Gary D. |
|---|---|
| Titel | Components of Self-Regulation during Within- and Between-Domain Problem-Solving Performance. |
| Quelle | (1998), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Analogy; Deduction; Higher Education; Induction; Memory; Prior Learning; Problem Solving; Self Efficacy; Undergraduate Students |
| Abstract | Self-regulation components linked to academic problem-solving were studied. Cognitive process instruction on analogy problems was given to 63 undergraduates on a Monday. On Wednesday, problem-solving performance within the inductive reasoning domain was assessed with 30 Remote Associate Test (RAT) problems. On Friday, problem-solving performance between the inductive and deductive problem-solving task of 20 categorical syllogism problems was assessed. Results indicate that both within- and between-domain problem-solving performance is influenced by knowledge acquired prior to practice. In both cases, this influence is indirect, being mediated by the learner's ability to monitor working memory during practice. Self-efficacy assessed during practice is directly linked to within-domain, but not between-domain problem solving. On the other hand, eductive mental activity directly influenced between-domain, but not within-domain problem-solving performance in this study. Exploratory path analysis can provide insight into the relative roles played by selected cognitive-motivational components of self-regulation when learners are required to adopt to changing demands during problem solving. (Contains one figure, three tables, and four references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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