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Generic
%T
The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum
%A Hurk, Marianne van den
%K achievement
%K individual study
%K problem-based learning
%K self-regulated strategies;
%D 2006
%X Postprint
%X begutachtet (peer reviewed)
%X In: Active Learning in Higher Education ; 7 (2006) 2 ; 155-169
%X In problem-based learning (PBL) students are encouraged to take responsibility for their own self-regulated learning process. The present study focuses on two self-regulated learning strategies, namely time planning and self-monitoring. Time planning involves time management, scheduling and planning one’s study time. Self-monitoring involves setting goals, focusing attention and monitoring study activities. The aim of this study was first, to assess students’ time planning and self-monitoring skills and second, to investigate how time planning and self-monitoring skills are related to actual individual study time, (un)prepared participation in the tutorial group and cognitive achievement. 165 first-year psychology students, enrolled in a problem-based curriculum, filled in a questionnaire (response 77%) and their scores on two tests of cognitive achievement were used. Results showed that students who are better time-planners and who have better self-monitoring skills were more efficient in allocating their individual study time (spent less time on individual study), prepared more appropriately for the tutorial group meeting (although not significant [n.s.]) and achieved higher scores on cognitive tests.
%U http://slubdd.de/katalog?TN_libero_mab2