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ERIC Number: EJ915442
Record Type: Journal
Publication Date: 2011-Mar
Pages: 22
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0020-4277
Effects of Self-Regulatory Instructional Aids on Self-Directed Study
Bednall, Timothy C.; Kehoe, E. James
Instructional Science: An International Journal of the Learning Sciences, v39 n2 p205-226 Mar 2011
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A