Training Learning Strategies to Promote Self-Regulation and Transfer: The Knowledge, Belief, Commitment, and Planning Framework

Abstract

Surveys indicate that at all educational levels students often use relatively ineffective study strategies. One potential remedy is to include learning-strategy training into students’ educational experiences. A major challenge, however, is that it has proven difficult to design training protocols that support students’ self-regulation and transfer of effective learning strategies across a range of content. In this article we propose a practical theoretical framework called the knowledge, belief, commitment, and planning (KBCP) framework for guiding strategy training to promote students’ successful self-regulation of effective learning strategies. The KBCP framework rests on the assumption that four essential components must be included in training to support sustained strategy self-regulation: (a) acquiring knowledge about strategies, (b) belief that the strategy works, (c) commitment to using the strategy, and (d) planning of strategy implementation. We develop these assumptions in the context of pertinent research and suggest that each component alone is not sufficient to promote sustained learning-strategy self-regulation. Our intent in developing this learning-strategy training framework is to stimulate renewed interest and effort in investigating how to effectively train learning strategies and their self-regulation and to guide systematic research and application in this area. We close by sketching an example of a concrete training protocol based on the KBCP framework.

Self-Regulation in Creative Learning: Agentic Perspective

“…Self-regulatory strategies have been extensively studied with regard to the learning process (e.g., Dignath & Büttner, 2008;McDaniel & Einstein, 2020;Schmitz & Wiese, 2006), showing that how students manage time resources and study environment predicts their academic performance (Schunk & Zimmerman, 2011). Given how motivational and cognitive components cooperate in building agency in learning, a question is to what extent a similar mechanism occurs in the case of a creative agency.…”

PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

“…In the last decades, various generative learning strategies have been shown to be highly effective in enhancing long-term learning and comprehension across various student characteristics (e.g., working memory or fluid intelligence) and academic fields (e.g., Dunlosky et al, 2013;Fiorella & Mayer, 2016). The application of effective learning strategies has also been shown to be correlated with future academic success (Geller et al, 2018;Hartwig & Dunlosky, 2012), yet there is evidence suggesting that students often rely on rather ineffective learning strategies in everyday life (for reviews, see McDaniel & Einstein, 2020;Miyatsu et al, 2018). One prominent example of a generative but seldom spontaneously used learning strategy is to generate self-explanations (see e.g., Wylie & Chi, 2014).…”

“…Van der Beek et al (2021) conducted a utility-value and implementation-intention intervention to enhance the likelihood of engaging in self-regulated learning in high school one year before graduation. Based on a theoretical (Knowledge-Belief-Commitment-Planning framework [KBCP]; see McDaniel & Einstein, 2020), McDaniel et al (2021) introduced a college course on applying efficient learning strategies. The course incorporated practical exercises to increase students' knowledge of these learning strategies, belief in their effectiveness, commitment to applying these strategies, and some prior planning to do so.…”

“…McDaniel et al (2021) reported a theoretical training framework addressing multiple components of self-regulated learning. The authors then tested a pilot college course based on this framework: knowledge of and belief in the effectiveness of learning strategies are targeted combined with efforts to promote students' commitment and planning to apply these strategies (Knowledge-Belief-Commitment-Planning framework; McDaniel & Einstein, 2020). Another approach to promote self-regulated learning is to provide feedback and opportunities to effectively process and utilize it.…”

Estrategias Cognitivas de Aprendizaje y Estrategias de Control en el Estudio y su relación con el rendimiento académico en estudiantes de Psicología de la Universidad de La Laguna

“…En los años 80, uno de los hitos que destacaron en una época focalizada en la perspectiva cognitiva del aprendizaje, fue el Proyecto Odyssey desarrollado por Adams (1984) (Beltrán, Moraleda, García-Alcañiz, Calleja y Santiuste, 1995), además de las aportaciones de conocidos autores como Pintrich, demostrando mejoras en el rendimiento académico de los estudiantes gracias a la enseñanza de estrategias cognitivas de aprendizaje (McKeachie, Pintrich y Lin, 1985), Gilles Einstein, (McDaniel y Einstein, 2019), Stenberg (1988, Deci y Ryan (1985) con su Teoría de la Autodeterminación y la motivación intrínseca (Stover, Bruno, Uriel y Fernández, 2017) o Danserau (1978) y Weinstein (1982 y 1986) con su taxonomía de estrategias de aprendizaje (Meza, 2013). En España en esta época fueron significativos los hallazgos de autores como Carles Monereo (1985) o Juan Ignacio Pozo (1989).…”