TY  - BOOK
AU  - Stefanou,Candice
AU  - Stolk,Jonathan D
AU  - Prince,Michael
AU  - Chen,John C
AU  - Lord,Susan M
TI  - Self-regulation and autonomy in problem- and project-based learning environments
SN  - 1469-7874
AV  - LB2300 ACT 
PY  - 2013///
CY  - London
PB  - Sage Publications
KW  - Autonomy
KW  - Problem-based learning
KW  - Project-based learning
N2  - Investigations of the relationships between contexts in which learning occurs and students’ behaviours, cognitions and motivations may further our understanding of how instruction is related to students’ development as self-regulated learners. In this study, student self-regulated learning strategies in problem-based learning and project-based learning environments were examined to determine whether student self-regulation outcomes differed depending on the instructional design. Quantitative results showed that student motivations and behaviours were not statistically different in the two settings. Differences in cognitions associated with self-regulated learning were, however, observed in the two settings, with students in the project-based environments reporting higher levels of elaboration, critical thinking and metacognition. In addition, students in the project-based courses reported higher perceived autonomy support, or the degree to which they perceived their instructors provided them with supportive opportunities to act and think independently compared to students in the problem-based courses. These findings indicate that different non-traditional student-centred learning environments may support different outcomes related to self-regulated learning
UR  - doi.org/10.1177/1469787413481132
ER  -