Abstract
The authors designed a step-by-step self-monitoring method to help impulsive students overcome their unwillingness to self-monitor. They predicted (a) that self-monitoring in general would help student learning of the heuristics of solving mathematical problems, (b) that self-monitoring would be more helpful for the impulsive students than for the reflective students, and (c) that step-by-step self-monitoring would be more helpful for the impulsive students than an external reminder that provided cues for general self-monitoring. The first 2 predictions were supported by the results of the study. As for the 3rd prediction, general self-monitoring was found to be more beneficial than step-by-step self-monitoring for the impulsive students. The findings are discussed in terms of competition for cognitive resources between learning and self-monitoring.
Original language | English |
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Pages (from-to) | 32-52 |
Number of pages | 21 |
Journal | Journal of Experimental Education |
Volume | 67 |
Issue number | 1 |
DOIs | |
State | Published - Jan 1 1998 |