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Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools
ARTICLE

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Learning and Instruction Volume 9, Number 6 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

In this study we report on orienting and self-judging as study and problem-solving activities or learning tools. We examine their trainability and their effect on academic performance. These questions are part of a research project aimed at improving metacognitive knowledge as well as affective, conative and regulation skills. A design experiment with 141 freshmen in business economics was set up. The experimental treatment consisted of an integrated set of instructional conditions which were operationalized in a series of sessions and practice and transfer tasks. The results show that after the intervention students of the experimental group had more knowledge about orienting and self-judging than the students of both control groups and they also oriented themselves better and were more prone to self-judging when starting a new course. Both metaknowledge and transfer behavior were positively related to academic performance.

Citation

Masui, C. & De Corte, E. Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools. Learning and Instruction, 9(6), 517-542. Elsevier Ltd. Retrieved January 27, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(99)00012-2

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