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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4131

Title: Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning
Authors: Kostons, Danny
Van Gog, Tamara
Paas, Fred
Keywords: Self-regulated learning
Self-assessment
Task selection
Example-based learning
Issue Date: Jan-2012
Publisher: Elsevier
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 selfassessment 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 selfregulated 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.
Description: Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. doi:10.1016/j.learninstruc.2011.08.004
URI: http://hdl.handle.net/1820/4131
Appears in Collections:1. LC: Publications and Preprints

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