Helping students help themselves: Generative learning strategies improve middle school students' self-regulation in a cognitive tutor

作者：

Highlights：

• Middle school students completed worksheets during pre-algebra cognitive tutor.

• One group completed generative activity; other group did not.

• Generative group showed better calibrated help-seeking behaviors.

• Points to value of measuring self-regulation as metacognitive assessment.

摘要

•Middle school students completed worksheets during pre-algebra cognitive tutor.•One group completed generative activity; other group did not.•Generative group showed better calibrated help-seeking behaviors.•Points to value of measuring self-regulation as metacognitive assessment.

论文关键词：Metacognition,Learning judgments,Self-regulation,Learning strategies

论文评审过程：Received 9 November 2015, Revised 4 May 2016, Accepted 13 August 2016, Available online 29 August 2016, Version of Record 29 August 2016.

论文官网地址：https://doi.org/10.1016/j.chb.2016.08.020