Self-regulated Problem Solving Research Articles

Effects of induced levels of prior knowledge on monitoring accuracy and performance when learning from self-regulated problem solving.

Both accurate monitoring and adequate control are crucial for effective self-regulation when learning from problem-solving tasks. Prior research has shown that self-regulated learning is especially harmful for low prior knowledge students, given their difficulties with accurate monitoring and control decisions. Although many studies have indicated that prior knowledge facilitates monitoring accuracy, none of these studies experimentally manipulated students’ prior knowledge. The purpose of the current study was to investigate whether experimentally induced levels of prior knowledge affect the accuracy of metacognitive judgments (i.e., ease-of-learning judgments [EOLs], and retrospective confidence judgments [RCJs]) when learning from problem-solving tasks, and whether this in turn moderates the effect of learner control on performance. To manipulate prior knowledge, we compared conditions in which undergraduate students (N = 165) watched either a video about Mendel’s biography (low prior knowledge) or a video about Mendel’s laws of heredity (high prior knowledge). After that, we presented students with a set of problem-solving tasks and manipulated the type of learner control between conditions (i.e., full control vs. restricted control over the selection of tasks). Results indicated that students with high induced prior knowledge were more accurate in their EOLs and RCJs, and achieved higher performance than students with low prior knowledge. However, monitoring accuracy did not moderate the effects of different types of learner control on performance, even though students used their RCJs as a basis for the task selections. These results suggest that monitoring accuracy is a prerequisite for successful self-regulated problem solving, but it is not sufficient. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Promoting Academic and Nonacademic Behaviors in Students With EBD Using the Self-Determined Learning Model of Instruction: A Mathematics Example

Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and postschool outcomes. The SDLMI’s three phases enable teachers to promote self-directed learning in their students with EBD. These increased opportunities of self-regulated learning can improve students’ in-school and postschool success.

Supplemental Material for Effects of Induced Levels of Prior Knowledge on Monitoring Accuracy and Performance When Learning From Self-Regulated Problem Solving

Supplemental Material for Effects of Induced Levels of Prior Knowledge on Monitoring Accuracy and Performance When Learning From Self-Regulated Problem Solving

A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems

Many Primary Four students (fourth graders) in Singapore have difficulties initiating or persevering in the problem-solving process even though the curriculum has focused on problem solving since 1992. This study served to examine the role of metacognition in self-regulated problem solving. The study, a quasi-experimental pretest–posttest design involving a convenience sample of 63 students from two intact mixed-ability Primary Four classes, examined the impact of using a metacognitive scheme that focuses on the understanding and planning stages of Polya’s four-stage approach on students’ mathematical problem-solving behavior, performance and attitudes. The findings revealed that the metacognitive-based scheme had a positive impact on students’ understanding of the problem posed, solution planning, confidence in and personal control of problem-solving behavior and emotions. It had also helped them to initiate and persevere in the problem-solving process to achieve a higher level of problem-solving success. Limitations and instructional implications are discussed.

Associations of Students’ Beliefs With Self-Regulated Problem Solving in College Algebra

We examined the associations between the expressed mathematical beliefs of students and their self-regulated actions in solving mathematics problems. We conducted surveys and interviews that focused on students’ self-regulated problem solving and identified students’ self-reported beliefs about mathematics. Our findings suggest that even though students may possess rigid instrumental views about mathematics, they may still be able to achieve success by incorporating some general heuristics into their problem solving if they have first broadened their definition of mathematics to legitimize such activity. Instructional activities that allow students opportunities to share and defend their ideas for solving particular problems prior to actually solving them help students develop self-advocacy and contribute to a proactive sense of agency. Students need support to develop as self-regulated problem solvers. This can be achieved through coaching and one-on-one tutoring; however, it is difficult to achieve in classroom practice. For students to broaden their view of mathematics and what their role as a mathematical problem solver can be, they must be provided with ample problem-solving opportunities. Encouraging students to reflect on their problem solving helps promote the monitoring and assessment necessary for self-regulated learning to occur.

Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics

The main objective of this paper is to investigate the effectiveness of a proposed computer-based instructional method in Primary Education for self-regulated problem solving. The proposed instructional method is based on Sternberg’s model of problem solving within an authentic context. It consists of three main phases: observation, collaboration and semi-structured guidance. The ultimate learning objective is to augment the autonomous problem-solving skills of primary school children. In our study the Synergo tool was used, which is a synchronous computer supported collaborative learning tool, as well as the Moodle learning management system. The context which frames the method is authentic, very close to a students’ realistic learning situation. The findings of this study advocate that students can increase their problem-solving skills in a relatively short period of time. At the same time, they can improve their approach to the solution of a given mathematical problem, performing significant signs of autonomy.

Promoting Causal Agency: The Self-Determined Learning Model of Instruction

Teachers seeking to promote the self-determination of their students must enable them to become self-regulated problem-solvers. This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives. This model was field-tested with students with disabilities. Students receiving instruction from teachers using the model attained educationally relevant goals, showed enhanced self-determination, and communicated their satisfaction with the process. Teachers implementing the model likewise indicated their satisfaction with the process and suggested that they would continue to use the model after the completion of the field test.

Parents' Assistance of Their Children's Scientific Reasoning

Research suggests that parents are effective at scaffolding their children's learning to help them become self-regulated problem solvers. Yet little is known about parents' effectiveness at assisting their children with problems that parents find unfamiliar and, thus, do not have at hand either the solution or strategies that a novice child could profitably implement. In this study, 20 dyads of parents and their preadolescent children spent 45 min solving a scientific reasoning problem that entailed generating and interpreting a series of experimental trials to understand the causal structure of a moderately complex system. As the dyads worked, researchers tracked their experimentation strategies, patterns of interaction, and changes in their domain-specific beliefs about the system. In comparison to solo participants observed in previous research, the dyads performed well on strategies for generating and interpreting evidence. However, parents assumed most of the difficult conceptual tasks, including recording data and making inferences, and delegated the logistical roles-the actual manual operation of the equipment-to the children. Parents did not cede the conceptual roles to children as the session progressed. On the positive side, parents shared control of the problem solving and engaged in collaborative discussions with their children. Parents also provided valuable assistance of many kinds, usually during the evidence-generation phase of the trials. They missed key opportunities for helping children interpret evidence, and as a result, children failed to achieve the gains in understanding that the parents did. The beliefs of parents and children did not come into closer alignment over the course of the study. We conclude, especially as children reach school age, that parents who wish to assist their children's learning may increasingly need to understand how their children think-not just in general, but about central kinds of problems and content domains.