Fostering self-regulation in training complex cognitive tasks.
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| Title: | Fostering self-regulation in training complex cognitive tasks. |
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| Authors: | van Meeuwen, Ludo W., Brand-Gruwel, Saskia, Kirschner, Paul A., de Bock, Jeano J. P. R., van Merriënboer, Jeroen J. G. |
| Source: | Educational Technology Research & Development. Feb2018, Vol. 66 Issue 1, p53-73. 21p. |
| Subjects: | Self regulation, Learning strategy instruction, Cognitive Strategy Instruction, Air traffic control, Self-efficacy in students, Education |
| Abstract: | In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their training, this is not usually the case. This study evaluates a training program that integrates air traffic control skills with regulation skills. The participants were 29 air traffic control students who followed either the original training program ( |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their training, this is not usually the case. This study evaluates a training program that integrates air traffic control skills with regulation skills. The participants were 29 air traffic control students who followed either the original training program (<italic>n</italic> = 12) or a new program (<italic>n</italic> = 17) in which the development of regulation skills was embedded in the training of domain specific skills. Compared to students in the original program, the students in the new program showed increased self-efficacy in the use of self-regulated learning skills with improved performance in domain specific competences. The implications of these findings are discussed with regard to the daily training practice of complex cognitive skills. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10421629 |
| DOI: | 10.1007/s11423-017-9539-9 |
