Article
The intersection between depth and the regulation of strategy use
British Journal of Educational Psychology
(2018)
Abstract
The focus of most educational research is to address how learners move towards more effective problem‐solving or how learning during a task can be more facilitative to help those learners effectively solve future problems. The multitude of processes that individuals engage in during problem‐solving or learning has been at the heart of empirical and theoretical inquiry designed to uncover how learners' processing can best be facilitated to maximize educational and problem‐solving outcomes. Lines of inquiry that are bound by type of process (e.g., self‐regulatory processing versus metacognitive processing) or bound by a certain theoretical frame or model (e.g., Approaches to Learning versus Self‐regulation) have led to mixed findings with regard to how different types of processing influence learning outcomes both across (e.g., Dinsmore & Alexander, 2012) and within certain theoretical frameworks or models (e.g., Asikainen & Gijbels, 2017).
Keywords
- educational research,
- cognitive processing,
- metacognitive processing,
- psychology
Disciplines
Publication Date
March 1, 2018
DOI
10.1111/bjep.12209
Citation Information
Daniel L. Dinsmore and Luke K. Fryer. "The intersection between depth and the regulation of strategy use" British Journal of Educational Psychology Vol. 88 Iss. 1 (2018) p. 1 - 8 Available at: http://works.bepress.com/daniel-dinsmore/7/