Abstract

This study used structured interviews to examine cyclical relations among self-regulated learning (SRL) processes before (forethought), during (performance), and after (self-reflection) engagement with a creative problem-solving (CPS) task. Theoretically, forethought influences performance, which subsequently influence self-reflection. We examined three forethought processes (self-efficacy, interest, & strategic planning), one performance process (strategy use), and one self-reflection process (self-evaluation). Strategic planning predicted strategy use during the task; however, strategy use did not predict self-evaluation. Contrary to assumptions that strategy use during the CPS task would be the best predictor of self-evaluation, self-efficacy before engagement best predicted self-evaluation. We also investigated the predictive relationships between SRL and four CPS outcomes including the number of ideas (fluency), number of ideas types (flexibility), idea uniqueness (originality), and idea usefulness (usefulness). Self-efficacy and strategy use predicted fluency and flexibility whereas interest predicted the originality of ideas. No variables predicted idea usefulness.

摘要

本研究使用结构化访谈来检查参与创造性问题解决 (CPS) 任务之前（预先考虑）、期间（表现）和之后（自我反思）的自我调节学习 (SRL) 过程之间的循环关系。从理论上讲，先见之明会影响表现，进而影响自我反思。我们检查了三个前瞻性过程（自我效能、兴趣和战略规划）、一个绩效过程（战略使用）和一个自我反思过程（自我评估）。战略规划预测任务期间的战略使用；然而，策略的使用并不能预测自我评价。与 CPS 任务期间的策略使用将是自我评价的最佳预测指标的假设相反，参与前的自我效能最能预测自我评价。我们还研究了 SRL 与四个 CPS 结果之间的预测关系，包括想法数量（流畅性）、想法类型数量（灵活性）、想法独特性（原创性）和想法有用性（有用性）。自我效能和策略使用预测的流畅性和灵活性，而兴趣预测想法的原创性。没有变量预测想法的有用性。