Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning |
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| Authors: | Danny Kostons Tamara van Gog Fred Paas |
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| Institution: | 1. Centre for Learning Sciences and Technologies (CELSTEC), Open University, The Netherlands;2. Groninger Institute for Educational Research, University of Groningen, The Netherlands;3. Institute of Psychology, Erasmus University Rotterdam, The Netherlands;4. Faculty of Education, University of Wollongong, Australia;1. Institute of Psychology, Erasmus University Rotterdam, The Netherlands;2. Department of Educational Development and Research, Maastricht University, The Netherlands;3. Interdisciplinary Educational Research Institute, University of Wollongong, Australia;1. Leibniz-Institut für Wissensmedien, Tübingen, Germany;2. University of Tübingen, Germany;3. University of Freiburg, Germany |
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| Abstract: | For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students’ (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students’ (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks. |
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