Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts
The need to identify methods to support self-regulated learning has raised the interest of researchers in recent years. Cognitive prompts are considered very promising instructional tools for developing self-regulatory abilities. The present study aims to investigate the usefulness of several typ...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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West University of Timisoara
2023-12-01
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| Series: | Revista de Știinţe Educaţiei |
| Subjects: | |
| Online Access: | https://rse.uvt.ro/pdf/2023/Nr2_update/RSE2_2023_16.pdf |
| _version_ | 1827387997233872896 |
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| author | Dana Opre Andrei Costea Răzvan Jurchiș Romiță Iucu |
| author_facet | Dana Opre Andrei Costea Răzvan Jurchiș Romiță Iucu |
| author_sort | Dana Opre |
| collection | DOAJ |
| description | The need to identify methods to support self-regulated learning has raised the interest of
researchers in recent years. Cognitive prompts are considered very promising instructional
tools for developing self-regulatory abilities. The present study aims to investigate the
usefulness of several types of cognitive prompts in activating learning strategies for
studying an educationally relevant content by psychology students. Two empirical
investigations were conducted in a realistic learning environment to test an instructional
strategy which integrates cognitive prompts. The first experiment tested the effectiveness of
prompts to stimulate deep and shallow processing, measuring immediate learning effects.
The second experiment focused on long-term effects of the strategy. The findings indicate
that prompts activating deep learning strategies resulted in a slightly improvement in
students' performance, but this enhancing effect diminished over time. Cognitive prompts
encouraging a deep learning approach can support the comprehension of complex content
in a psychology course. Future research is suggested to identify conditions that facilitate
long-lasting learning effects. Cognitive prompts may be an effective method for teaching
psychology to support students’ efforts to understand a complex content. For enhancing the
long-term impact of the method, teachers should explore other learning strategies. |
| first_indexed | 2024-03-08T16:10:24Z |
| format | Article |
| id | doaj.art-632c631c318a4259ae52faed4485c258 |
| institution | Directory Open Access Journal |
| issn | 2457-8673 |
| language | English |
| last_indexed | 2024-03-08T16:10:24Z |
| publishDate | 2023-12-01 |
| publisher | West University of Timisoara |
| record_format | Article |
| series | Revista de Știinţe Educaţiei |
| spelling | doaj.art-632c631c318a4259ae52faed4485c2582024-01-07T16:38:27ZengWest University of TimisoaraRevista de Știinţe Educaţiei2457-86732023-12-0148222123110.35923/JES.2023.2.16Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive PromptsDana Opre0Andrei Costea1Răzvan Jurchiș2Romiță Iucu3Department of Educational Sciences, Babeș-Bolyai University, Department of Educational Sciences, University of Bucharest, RomaniaDepartment of Psychology, Babeș-Bolyai University, RomaniaDepartment of Psychology, Babeș-Bolyai University, RomaniaDepartment of Educational Sciences, University of Bucharest, RomaniaThe need to identify methods to support self-regulated learning has raised the interest of researchers in recent years. Cognitive prompts are considered very promising instructional tools for developing self-regulatory abilities. The present study aims to investigate the usefulness of several types of cognitive prompts in activating learning strategies for studying an educationally relevant content by psychology students. Two empirical investigations were conducted in a realistic learning environment to test an instructional strategy which integrates cognitive prompts. The first experiment tested the effectiveness of prompts to stimulate deep and shallow processing, measuring immediate learning effects. The second experiment focused on long-term effects of the strategy. The findings indicate that prompts activating deep learning strategies resulted in a slightly improvement in students' performance, but this enhancing effect diminished over time. Cognitive prompts encouraging a deep learning approach can support the comprehension of complex content in a psychology course. Future research is suggested to identify conditions that facilitate long-lasting learning effects. Cognitive prompts may be an effective method for teaching psychology to support students’ efforts to understand a complex content. For enhancing the long-term impact of the method, teachers should explore other learning strategies. https://rse.uvt.ro/pdf/2023/Nr2_update/RSE2_2023_16.pdfself-regulated learningcognitive promptslearning strategiesdeep learning |
| spellingShingle | Dana Opre Andrei Costea Răzvan Jurchiș Romiță Iucu Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts Revista de Știinţe Educaţiei self-regulated learning cognitive prompts learning strategies deep learning |
| title | Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts |
| title_full | Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts |
| title_fullStr | Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts |
| title_full_unstemmed | Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts |
| title_short | Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts |
| title_sort | enhancing self regulated learning immediate and follow up effects of cognitive prompts |
| topic | self-regulated learning cognitive prompts learning strategies deep learning |
| url | https://rse.uvt.ro/pdf/2023/Nr2_update/RSE2_2023_16.pdf |
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