The Relation between Self-Regulated Strategies and Individual Study Time, Prepared Participation and Achievement in a Problem-Based Curriculum

Autor/in	van Den Hurk, Marianne
Titel	The Relation between Self-Regulated Strategies and Individual Study Time, Prepared Participation and Achievement in a Problem-Based Curriculum
Quelle	In: Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 7 (2006) 2, S.155-169 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787406064752
Schlagwörter	Self Management; Independent Study; Problem Based Learning; Learning Processes; Learning Strategies; Psychology; College Freshmen; Scheduling; Time Management; Cognitive Tests; Scores; Questionnaires + Suchen Sie Ihr Suchwort? Selbstmanagement; Selbststudium; Problem-based learning; Problemorientiertes Lernen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Psychologie; Studienanfänger; Disposition; Zeitmanagement; Kognitiver Fähigkeitstest; Fragebogen
Abstract	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. Self-monitoring 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. (Contains 3 figures and 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10