Self-regulated and improving knowledge in problem-solving
Keywords:
Self-regulation training, learning strategies, metacognition, Higher EducationAbstract
Self-regulated training is effective in development depth and significant learning. In this study we have worked with 41 higher educational students’ sample 19 experimental group (12 men and 7 female) and 22 control group (5 men and 17 female). The aims were to check whether were differences before-after in self-regulation training in the use of acquisition, coding, recovery, metacognition and support information learning strategies. Results found significant differences in some use of acquisition strategies for control group and some coding, recovery and metacognition strategies for experimental group. In intra analysis found significant differences for experimental group in some strategies. Therefore, this suggests the self-regulated training improve the use strategies related with reflective learning. Although the traditional method is more effective in the acquisition strategies employed.
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