The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course

Autor/inn/en	Whittlesey, Valerie; Steiner, Hillary H.
Titel	The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course
Quelle	In: InSight: A Journal of Scholarly Teaching, 16 (2021), S.69-87 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-4850
Schlagwörter	Psychology; Undergraduate Students; Learning Strategies; Metacognition; Teaching Methods; Student Attitudes; Comparative Analysis; Tests; Intervention; Introductory Courses; Academic Achievement; Scores; Study Habits; Time Management + Suchen Sie Ihr Suchwort? Psychologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Examination; Prüfung; Examen; Einführungskurs; Schulleistung; Study behavior; Study behaviour; Studienverhalten; Zeitmanagement
Abstract	College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course. (As Provided).
Anmerkungen	Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: https://insightjournal.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01