Activated Science Learners as Self-Regulation Agents

• In Event: Activating Young Science Learners: Igniting Persistent Engagement in Science Learning and Inquiry

Abstract

Activated science learners are assumed to be self-regulating and self-determining in nature. Self-regulating learners are agents who are self-proactive and self-organizing (Bandura, 2001). Human agency refers to emergent capabilities of individuals to proactively make choices and to intentionally act on these choices (Bandura, 2001), indicating an inherent link of one’s state of activation in learning to both autonomous choice making and purposeful engagement in the choices made. Thus, a basic hypothesis in our study is that an activation state will lead to two outcomes as its externalization/visualization: choice and engagement. Thus, the general research question is what the relationship is between personal factors as the key components of activation, contextual factors, and the outcomes of activation.

Personal cognition is reciprocally determined by behavioral and environmental factors (Bandura, 1986). Motivation, metacognition, and affect are three components of self-regulated learning (Zimmerman, 2001; Efklides, 2011). This suggests that student motivation, metacognitive awareness, and emotional state are three considerable personal factors underlying science activation. This study examines the role of school curriculum and family support in science learning on individual science activation.

Motivation is multi-faceted and composed of a number of constructs (Schunk, Pintrich, & Meece, 2008). The motivational variables involved in this study include competence belief (Schunk & Zimmerman, 2006), mastery goal orientation (Elliot, McGregor, & Gable, 1999), autonomy and perceived choice (Ryan & Deci, 2000), utility/attainment value (Eccles & Wigfield, 1995). Effort regulation involves two metacognitive processes in SRL: metacognitive judgment and metacognitive control (Winne, 2001). Emotional engagement refers to a state of one’s emotional involvement in learning (Skinner, Gwen, & Kindermann, 2008).

A survey was conducted at two different points in time (January and May 2011) of 11-year old students from two types of school: performance art school and science and technology school. We have some sample findings by using correlational, multiple regression, and MANOVA. First, students’ self-reported behavioral engagement in science learning can be predicted by an action variable (previous behavioral engagement), an affective variable (emotional engagement), a metacognition variable (effort regulation), and a motivational variable (mastery goal orientation). The students with high emotional engagement and competence belief reported they had a strong tendency to choose science to learn (choice preference). Second, school effect was found on individuals’ choice and motivation in science learning. Third, whether or not individuals participate in science activities at home had a strong effect on almost all the variables involved.

This study has at least three considerable significances. First, this is an attempt to theoretically and empirically explore the nature and architecture of science activation by comprehensively connecting it to a wide scope of contemporary psychological studies. Second, these findings also suggest some possible approaches to enhancing science activation (e.g., school curriculum, family involvement). Third, this study will show how a combined effect of those psychological constructs from various theories is investigated on child science learning.

Authors

• Li Sha, University of Pittsburgh

• Christian D. Schunn, University of Pittsburgh

• Meghan Bathgate, University of Pittsburgh