Activation of learning strategies in writing learning journals. The specificity of prompts matters.

Autor/inn/en	Glogger, Inga; Holzäpfel, Lars; Schwonke, Rolf; Nückles, Matthias; Renkl, Alexander
Titel	Activation of learning strategies in writing learning journals. The specificity of prompts matters.
Quelle	In: Zeitschrift für pädagogische Psychologie, 23 (2009) 2, S. 95-104Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652.23.2.95
Schlagwörter	Kognitiver Prozess; Metakognition; Lehrmethode; Lernmethode; Benutzerführung; Mathematikunterricht; Leistung
Abstract	Investigated the effects of specific and nonspecific prompts on learning-journal writing in mathematics. It was examined whether specific prompts, as opposed to nonspecific prompts, lead to a significant increase of the quantity and quality of elaborate, organizational, and metacognitive learning strategies. 51 middle-track secondary students (mean age 14.74 years) from 2 mathematics classes were asked to keep learning journals for 2 consecutive weeks while receiving cognitive and metacognitive writing prompts in a within-subjects design. , students at 2 single points randomly received either a nonspecific or a specific prompt. Results revealed that specific prompts helped students overcome production deficiencies and even increase the diversity of the specific learning strategies. However, the quality of learning strategies could not be enhanced. Implications for future studies are pointed out. In particular, the assessment of learning outcomes as an additional variable is suggested. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2010/2