The interplay between cognitive and motivational variables in a problem-based learning environment

Araz, Guelsuem; Sungur, Semra

doi:10.1016/j.lindif.2007.04.003

Cited by 36 publications

(22 citation statements)

References 26 publications

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“…One reason is because of PBL's heavy reliance on self-directed learning, reflection, and collaborative discourse to draw meaning from problem-solving experiences. Scholars have suggested that self-efficacy, perceived control, and personality characteristics like openness are particularly relevant for experiential learning (Araz & Sungur, 2007;De-Geest & Brown, 2011;DeRue & Wellman, 2009;Raelin, 1997). Research about learning styles suggests that congruence between learning style and environment leads to better learning achievements, thus it may be easier for some individuals to learn from PBL (Armstrong & Mahmud, 2008;Kolb & Kolb, 2005).…”

Section: Learner Characteristicsmentioning

confidence: 99%

A Multilevel Analysis of Problem-Based Learning Design Characteristics

Scott¹

2014

Interdisciplinary Journal of Problem-Based Learning

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The increasing use of experience-centered approaches like problem-based learning (PBL) by learning and development practitioners and management educators has raised interest in how to design, implement, and evaluate PBL in that field. Of particular interest is how to evaluate the relative impact of design characteristics that exist at the individual and team levels of analysis. This study proposes and tests a multilevel model of PBL design characteristics. Participant perceptions of PBL design characteristics are used to examine PBL reactions and perceived learning outcomes. Findings reinforce the importance of problem design characteristics and effective team facilitation while raising new questions about team-level characteristics such as goal orientation diversity.

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Section: Learner Characteristicsmentioning

confidence: 99%

A Multilevel Analysis of Problem-Based Learning Design Characteristics

Scott¹

2014

Interdisciplinary Journal of Problem-Based Learning

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“…Among these sub-components of task value beliefs, utility value is thought to be associated with extrinsic motivation, which is generally found to be negatively linked to adaptive outcomes (Wigfield & Eccles, 2000). For this reason, according to Araz and Sungur (2007), while proposing conceptual models, it may be better to include these subcomponents separately rather than combining them with overall task value beliefs Relationship between Pre-Service Science Teachers' Personality, Academic Self-Regulation and Self-Efficacy…”

Section: Relationship Between Academic Self-regulation and Self-efficacymentioning

confidence: 99%

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Şenler

Sungur-Vural

2013

Span. J. Psychol.

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Abstract. The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

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“…In addition, problems that are perceived to be relevant are likely to engage students in the learning process, contributing to their learning. For instance, Araz and Sungur (2007) showed that task value was one of the factors which had both direct and indirect effects on achievement in genetics. Hence, problem designers would need to consider not just the content of the problem, but also the relevancy.…”

Section: Other Salient Problem Characteristics In Students' Perceptionsmentioning

confidence: 99%

Characteristics of Problems for Problem-Based Learning: The Students’ Perspective

Sockalingam¹,

Schmidt²

2011

Interdisciplinary Journal of Problem-Based Learning

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This study aimed to identify salient problem characteristics perceived by students in problem-based curricula. To this end, reflective essays from biomedical students (N = 34) on characteristics of good problems were text-analyzed. Students identified eleven characteristics, of which they found the extent to which the problem leads to desired learning outcomes as the most important characteristic. The extent to which the problem stimulates elaboration and the extent to which the problem promotes team effort were considered to be the least important problem characteristics. We clustered the eleven characteristics into two categories, "features" or "functions, " based on the perceived roles of the characteristics. Identification and clustering of the eleven characteristics provide a useful basis for future problem design and evaluation.Problems are considered to be one of the three key elements of problem-based learning (PBL); the other elements are students and tutors (Majoor, Schmidt, Snellen-Balendong, Moust, & Stalenhoef-Halling, 1990). Problems in PBL refer to the instructional materials presented to students to trigger their learning processes. Problems are often presented in text format, sometimes with pictures and computer simulations. They typically describe situations or phenomena set in real-life contexts, which require students to explain or resolve the presenting issues (Hmelo-Silver, 2004). The current study aimed to understand which characteristics of problems are perceived by students to be associated with good problems. While it is possible that students and problem designers may value different aspects of problems, understanding the students' perceptions will allow us to gain an insight into what motivates or helps the students to learn so that we can incorporate these characteristics in future problems to determine if students' perceptions of good problems are useful in designing problems.http://dx.doi.org/10.7771/1541-5015.1135 Characteristics of Problems for Problem-Based Learning 7• volume 5, no. 1 (Spring 2011)In PBL, students follow the seven-step model to explain or resolve a problem (Schmidt, 1983). In this approach, students first discuss and analyze the problem in groups. This leads to the generation of several issues or topics that require exploration. Students then use these unresolved issues or topics as guidelines for their self-directed learning activities. During the period of self-directed learning, students find more information to answer or solve the problem. Following that, they reconvene, present to one another, and compile the information gathered. This results in integration of their new knowledge in the context of the problem (Hmelo-Silver, 2004).As problems initiate students' learning processes, the quality of problems can be postulated to be crucial for students' learning. To investigate this and examine the relationships among the various elements of PBL, Gijselaers and Schmidt (1990) asked students in a PBL curriculum to rate 1) the quality of problems, 2) the ...

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The interplay between cognitive and motivational variables in a problem-based learning environment

Cited by 36 publications

References 26 publications

A Multilevel Analysis of Problem-Based Learning Design Characteristics

A Multilevel Analysis of Problem-Based Learning Design Characteristics

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Characteristics of Problems for Problem-Based Learning: The Students’ Perspective

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