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Related Experiment Videos

Learning to reflect and to attribute constructively as basic components of self-regulated learning.

Chris Masui1, Erik De Corte

  • 1Hasselt University, Diepenbeek, Belgium. chris.masui@uhasselt.be

The British Journal of Educational Psychology
|October 22, 2005
PubMed
Summary

Training students in reflection and attribution skills significantly improved their academic performance. This intervention enhanced self-regulated learning, benefiting higher education

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Area of Science:

  • Educational Psychology
  • Higher Education Pedagogy
  • Learning Sciences

Background:

  • Higher education faces challenges with diverse student populations and preparing graduates for lifelong learning.
  • Improving learning competence is crucial for addressing these educational concerns.
  • Self-regulated learning (SRL) provides a foundational framework for enhancing student capabilities.

Purpose of the Study:

  • To investigate reflection and attribution as core components of SRL.
  • To assess the trainability of reflection and attribution skills.
  • To determine the impact of these skills on academic performance.

Main Methods:

  • A quasi-experimental design was employed with 141 first-year business economics students.
  • An experimental group received integrated instructional conditions focused on reflection and attribution.

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  • Academic performance was measured by study results, with behavior assessed through specific assignments.

    • Main Results:

    • Students in the experimental group demonstrated significantly higher reflective behavior post-intervention.
    • Measurable improvements were observed in the attribution skills of the experimental group.
    • Experimental students achieved superior academic results compared to control groups.

    Conclusions:

    • Combined training in reflection and constructive attribution effectively fosters meta-cognitive and conative learning.
    • This intervention positively impacts academic achievement in higher education.
    • The study provides evidence for successful enhancement of self-regulated learning strategies.