Training Self-Assessment and Task-Selection Skills to Foster Self-Regulated Learning: Do Trained Skills Transfer across Domains?

Autor/inn/en	Raaijmakers, Steven F.; Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J. G.; van Gog, Tamara
Titel	Training Self-Assessment and Task-Selection Skills to Foster Self-Regulated Learning: Do Trained Skills Transfer across Domains?
Quelle	In: Applied Cognitive Psychology, 32 (2018) 2, S.270-277 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Raaijmakers, Steven F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3392
Schlagwörter	Task Analysis; Selection; Self Evaluation (Individuals); Skill Development; Self Management; Transfer of Training; Mathematics Instruction; Science Instruction; Biology; Learning Strategies; Cognitive Style + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Auslese; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstmanagement; Training; Transfer; Ausbildung; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01