Effects of self-regulatory instructional aids on self-directed study

Access & Terms of Use
metadata only access
Altmetric
Abstract
This study examined the effectiveness of providing instructional support for the self-regulation of a self-directed homework assignment. Across four parallel experiments, university students completed an online module on critical thinking. In Experiment 1, participants who were prompted on a broad spectrum of study strategies showed superior performance on a subsequent test of application relative to a control group. In Experiment 2, participants were prompted to use two specific strategies: generation of explanations and summarization. The former improved performance, whereas the latter did not. In Experiment 3, instructional aids designed to facilitate planning improved some aspects of performance relative to the control group. In Experiment 4, attempts to encourage self-feedback impaired performance. In conclusion, beyond encouraging a broad spectrum of study strategies, the generation of explanations and planning particularly improve learning without overburdening working memory.
Persistent link to this record
DOI
Link to Open Access Version
Additional Link
Author(s)
Bednall, Timothy
;
Kehoe, E. James
Supervisor(s)
Creator(s)
Editor(s)
Translator(s)
Curator(s)
Designer(s)
Arranger(s)
Composer(s)
Recordist(s)
Conference Proceedings Editor(s)
Other Contributor(s)
Corporate/Industry Contributor(s)
Publication Year
2011
Resource Type
Journal Article
Degree Type
UNSW Faculty