Improving Higher Education Students’ Learning Proficiency by Fostering their Self-regulation Skills
Bibliographic Data
| ID | 12418260 |
|---|---|
| Authors | E De Corte (0000-0002-4687-0402, KU Leuven, corresponding author) |
| Year | 2016 |
| Volume | 24 |
| Issue | 2 |
| Pages | 264-276 |
| Publication date | 2016-04-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Review (JOURNAL) |
| Journal identifiers | ISSN: 1062-7987 • E-ISSN: 1474-0575 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1062798715000617 |
| OpenAlex | W2337363322 |
| Language | EN |
| Citations received | 3 |
| References cited | 15 |
A major challenge for education and educational research is to build on our present understanding of learning to design environments for education that are conducive to fostering students’ self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Using the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for developing learning environments, and taking the growing knowledge base on self-regulated learning as a background, this article discusses an intervention study that aimed at the design and evaluation of a powerful learning environment for fostering self-regulated learning in university freshmen, thereby improving their learning proficiency. More specifically, the intervention in this environment focused on the trainability of four cognitive (orienting, planning, self-testing, and reflecting), and four complementary affective self-regulation skills (respectively self-judging, valuing, coping, and attributing). The effects of the learning environment were investigated using a pre-test – post-test design with a control group. The participants were 141 first-year students of business economics. The positive effects of the intervention on students’ self-regulated learning and on their academic performance is illustrated for two of the eight self-regulation skills, namely orienting (preparing one’s learning process by examining the characteristics of a learning task) and self-judging (evaluating one’s competences in view of an accurate appraisal of the efforts needed to approach and accomplish a learning task)
Cognition · Competence (human resources · Experiential learning · Learning environment · Mathematics education · Medical education · Pedagogy · Self-regulated learning · Creativity in Education and Neuroscience · Innovative Teaching and Learning Methods · Learning Styles and Cognitive Differences · Medicine · Psychology · Social Psychology
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| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |