Self-regulated learning with a text-highlighting strategy a training experiment
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Self-regulated learning with a text-highlighting strategy a training experiment. / Leutner, Detlev; Leopold, Claudia; Den Elzen-Rump, Viola.
in: Zeitschrift für Psychologie, Jahrgang 215, Nr. 3, 01.01.2007, S. 174-182.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Self-regulated learning with a text-highlighting strategy a training experiment
AU - Leutner, Detlev
AU - Leopold, Claudia
AU - Den Elzen-Rump, Viola
PY - 2007/1/1
Y1 - 2007/1/1
N2 - Forty-five university students participated in a computer-based training program on self-regulated learning from expository text. The training program introduced students to a learning strategy helping them identify and highlight important text information. Students were randomly assigned to three treatment groups: (1) no training at all, (2) training in highlighting only, or (3) combined training in both highlighting and self-regulation. After completing the training, students were instructed to read an instructional text and apply the trained strategies. The extent to which they applied the strategies while reading the text was assessed, and the amount of knowledge and comprehension they had acquired and recalled from the text was measured. Results show that students in the combined training condition outperformed their counterparts in the learning strategy training condition, who in turn outperformed those with no training at all. The results are in line with recent self-regulated learning theories, which state that, in addition to teaching students specific cognitive learning strategies, it is worth training them to monitor and regulate their strategy use.
AB - Forty-five university students participated in a computer-based training program on self-regulated learning from expository text. The training program introduced students to a learning strategy helping them identify and highlight important text information. Students were randomly assigned to three treatment groups: (1) no training at all, (2) training in highlighting only, or (3) combined training in both highlighting and self-regulation. After completing the training, students were instructed to read an instructional text and apply the trained strategies. The extent to which they applied the strategies while reading the text was assessed, and the amount of knowledge and comprehension they had acquired and recalled from the text was measured. Results show that students in the combined training condition outperformed their counterparts in the learning strategy training condition, who in turn outperformed those with no training at all. The results are in line with recent self-regulated learning theories, which state that, in addition to teaching students specific cognitive learning strategies, it is worth training them to monitor and regulate their strategy use.
KW - Highlighting
KW - Learning strategy
KW - Self-regulated learning
KW - Training
KW - Underlining
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=38849130713&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/3f0f67d8-7105-3d41-9eb1-bb0c131d737e/
U2 - 10.1027/0044-3409.215.3.174
DO - 10.1027/0044-3409.215.3.174
M3 - Journal articles
AN - SCOPUS:38849130713
VL - 215
SP - 174
EP - 182
JO - Zeitschrift für Psychologie
JF - Zeitschrift für Psychologie
SN - 2190-8370
IS - 3
ER -