Effects of problem solving after worked example study on secondary school children’s monitoring accuracy

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

“…If students were not able to accurately monitor and/or regulate their own learning, regulation choice complexity would not be related to performance (cf. Baars et al, 2014a , 2016 ). This could also be caused by the fact that the regulation choices made during the posttest were not granted (i.e., students did not actually work on the problem they chose again).…”

“…Despite this expectation, SRL skills, such as monitoring one’s own learning processes, have been found to be suboptimal when studying worked examples ( Baars et al, 2014a , b , 2016 ). A possible reason for this finding is that students’ monitoring process when learning from worked examples can be prone to an illusion of competence.…”

“…Students overestimate their competence to solve a problem when information about the problem solution is present during studying ( Koriat and Bjork, 2005 , 2006 ; Bjork et al, 2013 ). Similarly, studies with primary and secondary education students have found that students who learned to solve problems by studying worked examples showed inaccurate monitoring performance, because they overestimated their future test performance ( Baars et al, 2013 , 2014a , b , 2016 ; García et al, 2015 ). Yet, accurate monitoring is a prerequisite for effective self-regulation (cf.…”

Metacognitive Experiences: Mediating the Relationship between Metacognitive Knowledge and Problem Solving

“…Üstbiliş bilgisi, mikro düzeyde etkili olan üstbilişsel deneyimlerin aksine makro düzeyde işlev görür (Efklides, 2006a). Üstbilişsel deneyimler eğitimcilerin en az odaklandığı alanlardan biri olduğundan (Efklides, 2009), bu bulgu öğrenme sürecinde verilen bir görev ile ilgili öğrencilerin sezgilerinin ve bu sezgilerin gerçek durum ile ilgili tutarlılığının önemini göstermektedir (Aşık ve Sevimli, 2015;Baars, van Gog, de Bruin ve Paas, 2017;Mihalca vd., 2017).…”

Editorial

“…In a novel approach, Zhu and Chen (2017) examine USA adolescents' running performance and situational interest under different cognitive demand situations revealing that cognitive demand has a significant effect on both interest and running performance as long as the load is not too high or extraneous. Cognitive demand, in the context of judgements of learning (JOLS) and problem solving by Dutch adolescents, is investigated in an intricate study by Baars, van Gog, de Bruin, and Paas (2017) who provide various timings of JOLS, provision of practice problems and timing of practice problems in a problem-solving context offering different levels of complexity. Importantly, they show that practice problems reduce overconfidence in JOLS and increase regulatory accuracy.…”