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?: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. (xsd:string)
?:contributor
?:dateModified
  • 2006 (xsd:gyear)
?:datePublished
  • 2006 (xsd:gyear)
?:doi
  • 10.1177/1469787406064752 ()
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  • true (xsd:boolean)
is ?:hasPart of
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  • en (xsd:string)
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?:issueNumber
  • 2 (xsd:string)
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?:name
  • The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum (xsd:string)
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?:publicationType
  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Active Learning in Higher Education, 7, 2006, 2, 155-169 (xsd:string)
rdf:type
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?:urn
  • urn:nbn:de:0168-ssoar-231203 ()
?:volumeNumber
  • 7 (xsd:string)