Journal article | Zeitschriftenartikel
The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum
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.
- Umfang
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Seite(n): 155-169
- Sprache
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Englisch
- Anmerkungen
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Status: Postprint; begutachtet (peer reviewed)
- Erschienen in
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Active Learning in Higher Education, 7(2)
- Thema
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achievement; individual study; problem-based learning; self-regulated strategies;
- Ereignis
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Geistige Schöpfung
- (wer)
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Hurk, Marianne van den
- Ereignis
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Veröffentlichung
- (wann)
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2006
- DOI
- URN
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urn:nbn:de:0168-ssoar-231203
- Rechteinformation
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GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
- Letzte Aktualisierung
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21.06.2024, 16:27 MESZ
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Objekttyp
- Zeitschriftenartikel
Beteiligte
- Hurk, Marianne van den
Entstanden
- 2006
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