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The effect of strategy instruction on the perceived use of learning strategies and self-efficacy with higher education students

Bunnik-Tibbe, P. (2021) The effect of strategy instruction on the perceived use of learning strategies and self-efficacy with higher education students.

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Abstract:Literature agrees that self-regulated learning exists of a set of skills that help students to gain control over their own learning processes. Which, in turn, leads to higher learning outcomes and self-efficacy. However, becoming a self-regulated learner is not something that happens overnight. The development of self-regulated learning requires metacognitive skills, cognitive skills, organizational skills and the skill to be able to motivate and trust yourself. It is a process that is demanding as it takes time and life experience, and is in need of support. This support can be facilitated by offering strategy instruction to teach students about learning strategies that support self-regulated learning. This study investigated the effect of a strategy instruction intervention for higher educational students (n = 20) and the impact of knowing one’s perceived level of use of learning strategies at forehand. The intervention existed of three online sessions in which theory and practice on the use of learning strategies were combined. Results showed that the intervention had a significant effect on students’ perceived use of learning strategies within the whole group, but not significantly more in the group of students that received the level of their perceived use of learning strategies at forehand. The interviews that were held with a number of students, supported these results. In the interviews, the students indicated that more structural attention for self-regulated learning would be a nice addition to the current educational offer. This is an interesting fact for higher education institutions, which may be able to devote more structural attention to developing students' self-regulated learning by facilitating strategy instruction about learning strategies.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/88495
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