The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum

Marianne van den Hurk (1)

1 Radboud University [Nijmegen]

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.

Mots clés: achievement; individual study; problem-based learning; self-regulated strategies

Marianne van den Hurk. The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum. Active Learning in Higher Education, 2006, 7 (2), pp.155-169. ⟨10.1177/1469787406064752⟩. ⟨hal-00571947⟩