Cultivating Student Skills in Self-Regulated Learning through Evaluation of Task Complexity

Autor/inn/en	Belski, Regina; Belski, Iouri
Titel	Cultivating Student Skills in Self-Regulated Learning through Evaluation of Task Complexity
Quelle	In: Teaching in Higher Education, 19 (2014) 5, S.459-469 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.880685
Schlagwörter	Foreign Countries; Learning Strategies; Problem Solving; Self Control; Feedback (Response); Undergraduate Students; Student Attitudes; Experimental Groups; Control Groups; Skill Development; Comparative Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Selbstbeherrschung; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Australien
Abstract	In order to self-regulate, students need to honestly reflect on their learning and to take appropriate corrective action. A simple procedure to cultivate student skills in self-regulated learning, known as the Task Evaluation and Reflection Instrument for Student Self-Assessment (TERISSA) is discussed in this paper. TERISSA guides students through two evaluations of the complexity of a task: the first is undertaken just before solving the task and the second straight after completing the task. This study involved 63 undergraduate students and observed a statistically significant difference ("p" = 0.007) in performance between the students who did (6.1/10) and did not (4.1/10) use TERISSA during tutorials leading up to an assessment task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10