You are here:

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning
ARTICLE

, ,

Learning and Instruction Volume 22, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students’ (

Citation

Kostons, D., van Gog, T. & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. Elsevier Ltd. Retrieved October 17, 2019 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/j.learninstruc.2011.08.004

Keywords