Promoting self-directed learning skills in a first-year problem-based university program with a self-evelopment intervention.
This study investigated whether an intervention aimed at selfdevelopment would stimulate the self-directed learning skills of university students within a problem-based learning program. In a randomized controlled trial study, 408 first-year psychology students were randomly assigned to an experimen...
| Published in: | Reflective Practice Vol. 24; no. 6; pp. 749 - 766 |
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| Main Authors: | , , |
| Format: | research tables/charts randomized controlled trial Journal Article |
| Published: |
Taylor & Francis Ltd
Dec2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174172701&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174172701 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14623943 BCZ jtl: Reflective Practice issn: 14623943 maglogo: N pubinfo: dt: Dec2023 vid: 24 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 174172701 173276789 174172701 174172701 10.1080/14623943.2023.2264195 174172701 ppf: 749 ppct: 17 formats: tig: atl: Promoting self-directed learning skills in a first-year problem-based university program with a self-evelopment intervention. aug: au: Elderson-Van Duin, Cynthia Renkema, Peter Johan Tabbers, Huib Karel affil: Department of Psychology, Education, & Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, the Netherlands sug: subj: Self-Directed Learning Problem-Based Learning Students, College Personal Growth Funding Source Human Randomized Controlled Trials Random Assignment Questionnaires Experimental Studies Study Methods Mentorship Goals and Objectives Education, Masters Feedback Collaboration Academic Performance ab: This study investigated whether an intervention aimed at selfdevelopment would stimulate the self-directed learning skills of university students within a problem-based learning program. In a randomized controlled trial study, 408 first-year psychology students were randomly assigned to an experimental or control condition. During their courses, all students received the problem-based program, including feedback from their tutors on professional behaviour and study skills. Students in the experimental group also received an extra self-development intervention including two sessions with a mentor, during which students were asked to reflect on personal learning goals. At the beginning and end of the year, students' self-directed learning skills were measured with two questionnaires. Over the year, students in the experimental group showed a larger increase in their self-control, in their ability to monitor improvement during task performance, and in their ability to evaluate process and outcome after task execution. Also, their willingness to invest study effort had not decreased, in contrast to students in the control group. These findings show that a relatively simple intervention making students reflect more on their selfdevelopment can have a significant effect on a number of relevant self-directed learning skills, even when added to a problem-based learning university program that is already focused on stimulating self-directed learning. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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