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Title: Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools
Authors: MASUI, Chris 
De Corte, E
Issue Date: 1999
Source: LEARNING AND INSTRUCTION, 9(6). p. 517-542
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 pare 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. (C) 1999 Elsevier Science Ltd. All rights reserved.
Notes: Katholieke Univ Leuven, Ctr Instruct Psychol & Technol, B-3000 Louvain, Belgium. Limburgs Univ Ctr, B-3590 Diepenbeek, Belgium.Masui, C, Katholieke Univ Leuven, Ctr Instruct Psychol & Technol, Vesaliusstr 2, B-3000 Louvain, Belgium.
Keywords: higher education; learning skins; metacognition; self-regulation; design experiment; conation; orienting; self-judging; problem solving
Document URI:
DOI: 10.1016/S0959-4752(99)00012-2
ISI #: 000083051800002
Type: Journal Contribution
Validations: ecoom 2000
Appears in Collections:Research publications

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