Preactional Self-Regulation as a Tool for Successful Problem Solving and Learning

Autor/inn/en	Ifenthaler, Dirk; Lehmann, Thomas
Titel	Preactional Self-Regulation as a Tool for Successful Problem Solving and Learning
Quelle	In: Technology, Instruction, Cognition and Learning, 9 (2012) 1-2, S.97-110 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-0182
Schlagwörter	Self Management; Problem Solving; Problem Based Learning; Expertise; Instructional Effectiveness; Undergraduate Students; Young Adults; Research Methodology; Introductory Courses; Reflection; Metacognition; Cognitive Structures + Suchen Sie Ihr Suchwort? Selbstmanagement; Problemlösen; Problem-based learning; Problemorientiertes Lernen; Expert appraisal; Unterrichtserfolg; Young adult; Junger Erwachsener; Research method; Forschungsmethode; Einführungskurs; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive structure; Kognitive Struktur
Abstract	This study investigates the effect of "preactional self-regulation" on the quality of problem solving. The experimental study was realized in a problem-based self-regulated learning environment. Data of 78 participants on externalized mental models, re-representing the problem solutions, were collected. A computer-based analysis tool was utilized to determine the congruence between the participant's and an expert's solution. This allowed capturing, quantifying, and comparing the quality of the participants' problem solution. Results show that an initiated phase of "preactional self-regulation" leads to a higher quality of problem solution. However, findings show no significant differences between experimental and the control groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01