Projekt per år
Sammanfattning
Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and self-regulation processes. Three self-regulation groups were identified. Students with versatile self-regulation skills were able to complete the task thoroughly, whereas students with moderate self-regulation skills faced challenges in monitoring and evaluating their performance. Students who were lacking in self-regulation struggled both with the task as a whole and their own progress. Implications for higher education are discussed.
Originalspråk | engelska |
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Artikelnummer | 101090 |
Tidskrift | Studies in Educational Evaluation |
Volym | 71 |
Antal sidor | 12 |
ISSN | 0191-491X |
DOI | |
Status | Publicerad - dec. 2021 |
MoE-publikationstyp | A1 Tidskriftsartikel-refererad |
Vetenskapsgrenar
- 516 Pedagogik
Projekt
- 2 Slutfört
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KAPPAS!: Korkeakouluopiskelijoiden oppimistulosten arviointi
Hyytinen, H. (Projektledare), Toom, A. (Principal Investigator) & Kleemola, K. (Deltagare)
01/10/2018 → 31/12/2020
Projekt: Forskningsprojekt
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EACH: Enhancing University Students' Critical Thinking
Hyytinen, H. (Principal Investigator) & Kleemola, K. (Deltagare)
Ella ja Georg Ehrnroothin säätiö, JUnior educational REsearchers, the European Association for Research on Learning and Instruction (EARLI).
01/01/2016 → 31/12/2022
Projekt: Forskningsprojekt