The role of students' epistemic beliefs and learning strategies during the problem-based self-study phase for achievement

L. Wijnia*, Martine Baars, Sofie Loyens

*Corresponding author for this work

Research output: Contribution to conferencePosterAcademic

Abstract

During self-study in problem-based learning, students often need to study multiple sources to answer the learning issues or learning goals they have formulated in their tutorial groups. The current study examined if how well students (N = 50) can answer the learning goals after self-study is affected by their epistemic beliefs, invested self-study time, and learning strategies. Results revealed that student were better able to answer the learning issues if they engaged in the deep learning strategy cross-text elaboration during self-study and invested more time in self-study, whereas the surface strategy accumulation had a negative effect. Students’ justification by authority and justification by multiple sources beliefs had an indirect positive effect through cross-text elaboration.
Original languageEnglish
Publication statusPublished - 2021
Externally publishedYes
EventAmerican Educational Research Association Annual Meeting 2021 - Online, United States
Duration: 8 Apr 202112 Apr 2021
https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2021-Annual-Meeting

Conference

ConferenceAmerican Educational Research Association Annual Meeting 2021
Abbreviated titleAERA 2021
Country/TerritoryUnited States
Period8/04/2112/04/21
Internet address

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