dc.contributor.author | Hurk, Marianne van den | de |
dc.date.accessioned | 2011-03-01T06:43:00Z | de |
dc.date.accessioned | 2012-08-30T04:47:51Z | |
dc.date.available | 2012-08-30T04:47:51Z | |
dc.date.issued | 2006 | de |
dc.identifier.uri | http://www.ssoar.info/ssoar/handle/document/23120 | |
dc.description.abstract | 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. | en |
dc.language | en | de |
dc.subject.other | achievement; individual study; problem-based learning; self-regulated strategies; | |
dc.title | The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum | en |
dc.description.review | begutachtet (peer reviewed) | de |
dc.description.review | peer reviewed | en |
dc.source.journal | Active Learning in Higher Education | de |
dc.source.volume | 7 | de |
dc.source.issue | 2 | de |
dc.identifier.urn | urn:nbn:de:0168-ssoar-231203 | de |
dc.date.modified | 2011-03-01T06:43:00Z | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | en |
ssoar.contributor.institution | http://www.peerproject.eu/ | de |
internal.status | -1 | de |
dc.type.stock | article | de |
dc.type.document | journal article | en |
dc.type.document | Zeitschriftenartikel | de |
dc.source.pageinfo | 155-169 | |
internal.identifier.journal | 8 | de |
internal.identifier.document | 32 | |
dc.identifier.doi | https://doi.org/10.1177/1469787406064752 | de |
dc.description.pubstatus | Postprint | en |
dc.description.pubstatus | Postprint | de |
internal.identifier.licence | 7 | |
internal.identifier.pubstatus | 2 | |
internal.identifier.review | 1 | |
internal.check.abstractlanguageharmonizer | CERTAIN | |
internal.check.languageharmonizer | CERTAIN_RETAINED | |