Integrative Analysis of Self-Regulated Learning Ability and Problem-Solving Among Experts and Novices

Abstract

One primary goal for educational professionals is to guide learners through learning and assist individuals in achieving mastery from novelty (expert-level would be ideal) in specific fields. Nevertheless, along with this transformation, in many academic subjects like physics, math and computer science, novices in the beginning stage are often restricted by unsuccessful application of their cognitive ability in problem-solving. One core distinction between experts and novices is the self-regulated learning ability. Experts tend to be more sophisticated in planning, making strategies, and monitoring self-performance. To understand the integration of self-regulation and experts' problem-solving ability, the paper will 1). distinguish how experts and novices solve problems differently, 2). explore self-monitoring and applicable training to foster greater self-regulation, and 3). integrate two research areas to examine how to expertise in specific areas through self-regulation training. And finally, the educational implications will be briefly addressed.