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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Cognitivism01:17

Cognitivism

Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process information is...
Coping Strategies: Problem Focused01:27

Coping Strategies: Problem Focused

Coping strategies are methods people use to manage, tolerate, or reduce the effects of stressors. These strategies involve both behavioral and psychological actions to handle stressful situations. One common approach is problem-focused coping, which aims to change or eliminate the source of stress rather than merely addressing its consequences. This method involves taking direct action to resolve the issue causing stress.
For example, consider a student who struggles to understand their...
Problem-Solving01:29

Problem-Solving

Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Related Experiment Video

Updated: Jun 5, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Cognitive engagement in the problem-based learning classroom.

Jerome I Rotgans1, Henk G Schmidt

  • 1Republic Polytechnic, Centre for Educational Development, Singapore. Jerome_Rotgans@rp.sg

Advances in Health Sciences Education : Theory and Practice
|January 19, 2011
PubMed
Summary
This summary is machine-generated.

Autonomy in problem-based learning (PBL) enhances students' cognitive engagement. This study validated a new measure and found engagement significantly increased throughout the learning event.

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Published on: September 11, 2021

Area of Science:

  • Educational Psychology
  • Cognitive Science

Background:

  • Problem-based learning (PBL) is an instructional method that emphasizes student autonomy.
  • Understanding the relationship between autonomy and cognitive engagement in PBL is crucial for optimizing learning outcomes.

Purpose of the Study:

  • To investigate the extent to which autonomy in problem-based learning (PBL) influences cognitive engagement.
  • To develop and validate a reliable instrument for measuring situational cognitive engagement.
  • To examine the developmental trajectory of cognitive engagement during a PBL event and its predictive power for subsequent engagement.

Main Methods:

  • Development and validation of a self-report instrument for situational cognitive engagement.
  • Confirmatory factor analysis, repeated measures ANOVA, and path analysis were employed for data analysis.
  • A one-day problem-based learning event was utilized to collect data on cognitive engagement.

Main Results:

  • The newly developed measure of situational cognitive engagement demonstrated validity and reliability.
  • Students' cognitive engagement significantly increased over the course of the learning event.
  • Cognitive engagement was found to predict subsequent levels of engagement during the PBL event.

Conclusions:

  • Autonomy in PBL is positively associated with cognitive engagement.
  • The validated instrument provides a useful tool for assessing cognitive engagement in PBL settings.
  • Findings have implications for designing and facilitating effective PBL experiences to foster deeper learning.