How do Students Regulate Their Learning Depending on the Difficulty of the Learning-Goal and the Status of Their Learning

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  • 学習目標や学習状態の違いに応じて大学生は学習活動をいかに調整するのか
  • ガクシュウ モクヒョウ ヤ ガクシュウ ジョウタイ ノ チガイ ニ オウジテ ダイガクセイ ワ ガクシュウ カツドウ オ イカニ チョウセイスルノカ

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Abstract

This study investigated how students regulate their learning depending on the difficulty of the learning-goal (easy vs. difficult) and the judgments of their learning states. As a result, in both conditions, students spent their learning not on the worse items, but on the items judged easy to learn. These results suggested that students could not control their learning activities according to the hierarchical model. However, in difficult goal condition, they could control their learning activities according to the region of proximal learning model. In addition, based on the analysis of a change of the learning activity with time progress and their subjective reports, at first they learn the items judged easy and learn the items judged difficult next.

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