ABSTRACT
Self-regulated learning is a key competence for our knowledge-based society. The learning strategy use enhancement program developed earlier was called 'gakusyuhou-kouza' in Japanese. The program was provided by researchers and included lecture and practice about a learning strategy. The lecture was provided to give participants opportunities to experience cognitive psychology experiments and theoretical explanations with regard to the strategy. To facilitate the students' perception of the effectiveness of the strategy, firstly students solved a problem prior to receiving information about the strategy, then the researcher instructed them on the strategy. In order to examine the combined effect of researcher-provided instruction and school teacher-provided training, students' spontaneous use of lesson induction (LI) in their math class was analyzed. In this study, the researcher delivered the aptly-named researcher-provided instruction. It should be possible for the schoolteacher to provide that instruction, if the teacher has sufficient understanding of the relevant psychological mechanisms and some training in the conduct of cognitive experiments.
