The Role of Students' Epistemic Beliefs and Learning Strategies During the Problem-Based Self-Study Phase for Achievement

• In Event: Problem-Based Learning in Diverse Places: Motivation, Processes, and Beliefs

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.

Authors

• Lisette Wijnia, Open Universiteit Nederland

• Martine Baars, Erasmus University Rotterdam

• Sofie Loyens, Utrecht University